El Diseño Universal para el Aprendizaje como enfoque inclusivo en el objetivo 4 de desarrollo sostenible: revisión sistemática

Building a more inclusive and sustainable society is a key challenge in the current global context, particularly in the areas of education, global well-being, and human development, aligned with the Sustainable Development Goals (SDGs). This study aims to justify the contribution of Universal Design for Learning (UDL) as an effective strategy to respond to Sustainable Development Goal 4 (Quality Education), linking educational inclusion, learning opportunity, and social inclusion. The methodology resulted in a systematic literature review to explore how UDL has been studied as a response to achieving Goal 4 and what results have been obtained under the provisions of the PRISMA Statement. Of the 295 documents recognized in different databases (Scopus, WOS, ProQuest, or RED INED), 52 met the admission criteria and were included in the study. The results focus on the description of various performance variables, including the type of teacher training, educational context, curricular accessibility, the profile of inclusive students, and the impact of UDL on socio-educational inclusion and the achievement of Objective 4 goals. The conclusions indicate a high level of implementation in UDL training, which impacts the development of the achievement of the goals set forth in Objective 4 of the SDGs. Likewise, a notable increase is observed in the implementation of strategies and tools to promote equitable and quality inclusion, perceiving UDL as a strategic tool with great methodological potential.