Universal design for learning as institutional strategy: reflections from a cross-faculty initiative and its relevance to chemistry education

Abstract This good practice paper describes a two-year cross-faculty Teaching & Learning (T&L) fellowship at Maynooth University, designed to raise staff awareness and promote application of Universal Design for Learning (UDL). The novelty of this initiative lies in the strategic decision to move beyond conventional continuous professional development (CPD) and to embed training on inclusive design into the faculty structures. This initiative was important because it helped introduce UDL to a broad audience and demonstrate its relevance across disciplines. The fellowship introduced the UDL framework, demonstrated how it could be applied in higher education, particularly using the plus-one approach, which involves incremental change, and developed practical resources to support staff. It lays the groundwork for UDL integration into student-facing activities. The paper discusses the lessons learned from the fellowship, the importance of understanding differences in disciplinary cultures and norms, clear project structure, concise resources, and institutional support for sustainability. The authors reflect on the future of UDL in higher education programmes and the importance of UDL to chemistry, a discipline often perceived as exclusive and traditionally reliant on structured pedagogical approaches. UDL is presented as both a paradigm shift and a strategic priority for chemistry to attract and retain diverse learners.