Universal Design for Learning and Artificial Intelligence: New Perspectives for Inclusive and Innovative Learning

The inclusion in education represents a fundamental challenge in designing an equitable and accessible system for all students, regardless of their abilities or socio-cultural backgrounds. The Universal Design for Learning (UDL) outlines specific guidelines that proactively address the diversity present in educational contexts (CAST, 2018). Integrating artificial intelligence (AI) tools with the three principles proposed by the framework can significantly enhance inclusivity and personalized learning, offering alternatives in the design phase, in the ways information is presented, in how students demonstrate their knowledge, and in how they are engaged and motivated in learning (Baldassarre & Sasanelli, 2021). This contribution aims to explore how certain AI tools can support each of these principles: specifically, virtual tutors and automatic personalization systems can improve understanding and facilitate content accessibility by presenting it in diverse ways; conversational agents like chatbots and tools that identify strengths and weaknesses in performance can provide timely feedback, aiming at continuous formative assessment adapted to the pace and abilities of each learner (Chen et al., 2022); finally, in terms of engagement, the use of Augmented Reality and Virtual Reality technologies provides immediate support for sustaining motivation, interaction, and active student participation. Despite the significant potential that emerges from effectively integrating AI with the UDL framework - such as greater personalization of learning, reducing educational barriers, and increasing motivation - it is also essential to be aware of the associated risks, including the widening of the digital divide in terms of accessibility and ethical issues related to data privacy (Panciroli & Rivoltella, 2023). Therefore, the balanced use of AI to ensure an inclusive approach and quality teaching requires a critical reflection from which education professionals can no longer shy away.