Universal Design for Learning in Forest Education: A Conceptual Analysis

Abstract Universal Design for Learning (UDL) is currently one of the key frameworks supporting inclusive education, emphasising the need to design flexible learning environments and to reduce barriers that limit access to knowledge. At the same time, there is growing interest in forest education as a specific form of outdoor education grounded in direct contact with nature, experiential learning, and the strengthening of learners’ agency and autonomy. Despite clear conceptual overlaps between UDL and practices used in forest education, the relationships between these two approaches remain only partially explored in the literature. The aim of this article is to offer a conceptual analysis that identifies potential areas of integration between UDL principles and forest education practices. The paper discusses the theoretical foundations of UDL and the core assumptions of forest education, highlighting shared elements such as multisensory experience, learner agency, diversity of available forms of activity, flexibility of the learning environment, and the possibility of adapting activities to individual learner needs. On this basis, key components are identified that may inspire the design of accessible, engaging, and varied learning environments aligned with the principles of Universal Design for Learning.