Abstract
While there has been growing interest for universal design for learning (UDL) in the post-secondary sector over the last decade, research also evidences that many instructors quickly reach UDL burn out. The reasons for this progressive exhaustion are broad and numerous, but at the forefront are preoccupations such as lack of time, resources, comfort level in design thinking, or support in the process of change. In parallel to this phenomenon, the emergence of gen AI – now that initial concerns about student misuse are being put into perspective - is beginning to trigger a reflection in relation to the way large language models might support the workload of instructors. Exploring the way gen AI might address faculty fears about UDL implementation, provide assistance in the redesign process, or optimize the impact of instructors’ UDL initiatives therefore becomes immediately appealing and relevant. We engage in a reflection on the use of gen AI in UDL implementation, from the perspective of faculty. Findings from a study carried out on a campus in the West of Canada in 2025 are woven into the study and serve as a backdrop to assist in considering implications of this reflection for other institutional contexts, and its strategic approaches to UDL implementation.
Presenters
Frederic FovetAssistant Professor, Faculty of Education and Social Work, Thompson Rivers University, British Columbia, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Human-Centered AI Transformations
KEYWORDS
UDL, Inclusion, GenAI
