Applying Universal Design for Learning and its Impact on Teaching Quality: A Case Study of Business Administration Students at Tabuk University.

This study investigates the integration of Universal Design forLearning (UDL) principles in inclusive education, particularly how teachingquality dimensions, student perception, and emerging technologies interactwithin this framework. Using structural equation modeling (SEM) throughAMOS software, data from 167 students were analyzed to identifysignificant relationships. The results demonstrated strong, positiveassociations between emerging technologies and teaching quality,reinforcing the idea that modern digital tools can enhance pedagogicaleffectiveness. Additionally, a notable negative relationship betweentechnological barriers and student perception of teaching quality wasidentified, indicating that obstacles such as unreliable internet or digitaltool malfunctions can significantly hinder the learning experience. Thesefindings align with recent literature, supporting the notion that addressingtechnological barriers is essential for the successful implementation of UDLin fostering an inclusive educational environment. This research contributesto the broader discussion on how UDL, when supported by emergingtechnologies and free from technical barriers, can improve teachingpractices and student outcomes in diverse learning contexts.