The primary goal of UDL is to give equitable educational opportunities for all

different students by encouraging instructors to offer representation, expression, and

participation (CAST, 2022 in Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat,

M. A., & Al-Makhzoomy, A. (2023). ). Applying UDL principles improves students'

academic capacity from varied backgrounds to acquire and apply new information in

modern classrooms (Boothe et al., 2018). It also helps instructors to create and

implement an accessible curriculum that reduces educational barriers (Florian, 2021;

Kennette & Wilson, 2019).

Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy,

A. (2023). The effectiveness of universal design for learning: A systematic review of the

literature and meta-analysis. Cogent

Education, 10(1)https://doi.org/10.1080/2331186X.2023.2218191

CAST. (2022). About Universal Design for Learning. https://

www.cast.org/impact/universal-design-for-learning-udl

UDL is a philosophical framework based on cognitive neuroscience research

investigating how the human brain learns. It is widely used to provide an accessible

educational environment to all diverse learners, including students with disabilities

(Alquraini & Rao, 2020; Capp, 2017; ChitaTegmark et al., 2012; Rao, 2015 in Leonardo,

M. D. F., & Cha, J. (2021). ). The Center for Applied Special Technology (CAST)
organised the UDL framework in three main principles: representation, expression and

action, and engagement (CAST, 2018a). The three principles align with specific areas in

the brain.

Alquraini, T. A., & Rao, S. M. (2020). Assessing teachers’ knowledge, readiness,

and needs to implement Universal Design for Learning in classrooms in Saudi Arabia.

International Journal of Inclusive Education, 24(1), 103–114.

https://doi.org/10.1080/13603116. 2018.1452298

Leonardo, M. D. F., & Cha, J. (2021). Filipino Science Teachers’ Evaluation on

Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-

Efficacy amidst the Challenges of the COVID-19 Pandemic. Asia-Pacific Science

Education, 7(2), 421-451. https://doi.org/10.1163/23641177-bja10035

As explained by Majdoub [31], the UDL framework is well-applied when it is combined with

other instructional frameworks. In the case of gamification, the principle related to engagement tend to

be well-worked, as remarked by Zainuddin, Chu, Shujahat, and Perera [32]. Nonetheless, usually

gamified experiences contain access barriers and challenges to learners who present hearing, cognitive,

physical, or visual disabilities, among others [33].

Handbook of Research on Transformative and Innovative Pedagogies in Education; Publisher IGI Global:

Pensilvania, USA, 2022.

Zainuddin, Z.; Chu, S.K.W.; Shujahat, M.; Perera, C.J. The Impact of Gamification on Learning and

Instruction: A Systematic Review of Empirical Evidence. Educ. Res. Rev. 2020, 30, 100326. [CrossRef]

Espada-Chavarría, R.; Moreno-Rodriguez, R.; Lopez-Bastias, J.L.; Diaz-Vega, M. Guide to self-

evaluation of inclusive teaching strategies. In Patrimonio Cultural e Inclusión Social: Marco Pedagógico y

guía para la Autoevaluación de Estrategias Docentes Inclusivas, 1st ed.; Octaedro: Barcelona, Spain,

2022; Volume 1, pp. 79–81.

Sinéad Nic Aindriú, Connaughton-Crean, L., Pádraig Ó Duibhir, & Travers, J. (2023). The

Design and Content of an Online Continuous Professional Development Course in Special Education for

Teachers in Irish Immersion Primary and Post-Primary Schools. Education Sciences, 13(3), 281.

https://doi.org/10.3390/educsci13030281

UDL is a framework that attempts to provide individuals with equitable access to learning and

fair opportunities, regardless of their unique needs and features .

Ministerio de Educación. Guía del Diseño Universal Para el Aprendizaje. 2023. Available online:

https://recursos2.educacion. gob.ec/wp-content/uploads/2021/11/Guia-Diseno-Universal-para-el-

Aprendizaje-Final.pdf (accessed on 2 February 2023).

Santórum, M., Carrión-Toro, M., Morales-Martínez, D., Maldonado-Garcés, V., Araujo, E., &

Acosta-Vargas, P. (2023). An Accessible Serious Game-Based Platform for Process Learning of People

with Intellectual Disabilities. Applied Sciences, 13(13), 7748. https://doi.org/10.3390/app13137748

engagement motivation, and self-efficacy in universal-designed learning (UDL) (Rasheed, R.A.; Kamsin,

A.; Abdullah, N.A.).

Rasheed, R.A.; Kamsin, A.; Abdullah, N.A. Challenges in the online component of blended

learning: A systematic review. Comput. Educ. 2020, 144, 103701. [CrossRef]

Chamo, N., Biberman-Shalev, L., & Broza, O. (2023). ‘Nice to Meet You Again’: When

Heutagogy Met Blended Learning in Teacher Education, Post-Pandemic Era. Education Sciences, 13(6),

536. https://doi.org/10.3390/educsci13060536

Education must create cutting-edge ways to assist students and instructors in recognising,

detecting, and overcoming learning challenges. Combining the adoption and promotion of universal

design for learning (UDL) with information and communication technologies (ICT) is one strategy that

dramatically boosts learner motivation [8].

Araya Domínguez, N.; Campos Herrera, R.; Donoso Rubio, R.; Martínez Arce, M.; Valenzuela

Vergara, J.; Vergara Jara, M. Diseño Universal de Aprendizaje: Evaluación Realizada por el Equipo

Multidisciplinar y Apoderados en Escuelas de la Comuna de Sagrada Familia. Ph.D. Thesis, Universidad

Católica del Maule, Talca, Chile, 2019.

Lozano-Álvarez, M., Rodríguez-Cano, S., Delgado-Benito, V., & Mercado-Val, E. (2023). A

Systematic Review of Literature on Emerging Technologies and Specific Learning Difficulties. Education

Sciences, 13(3), 298. https://doi.org/10.3390/educsci13030298

The promise of Universal Design for Learning (UDL) lies in its revolutionary reframing of a core

problem in education. Instead of learner variability being a problem, the problem is reframed as

inaccessible curriculum, interactions, and spaces (Meyer et al., 2014). UDL can be understood as a “way

to move” (Dolmage, 2017), as a “form of activism” (Hamraie, 2017), and as a way to create access as

understood through the perspective of disabled students (Titchkosky, 2011)

“UDL is not simply a listing (emphasis added) of various flexible options and strategies; rather, it

is a process (emphasis added) of designing intentionally to reduce cultural, cognitive, behavioral, and

physical barriers” (Smith et al., 2019, p. 177). Moore (2017) similarly noted that there are two general

ways of approaching UDL: first, seeing it as passive alignment with the guidelines and, second, as a

design process. Smith and colleagues also noted a need to understand UDL beyond curriculum design, to

consider systems and policies that are barriers for students at the margins.

Meyer, A., Rose, D. H., and Gordon, D. T. (2014). Universal design for learning: Theory and

practice. CAST Professional Publishing. United States

Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan

Press. Michigan

Hamraie, A. (2017). Building access. University of Minnesota Press. Minnesota

Recommendations for a national research agenda in UDL: outcomes from the UDL-IRN pre conference on

research. J. Disability Policy Stud. 30, 174–185. doi: 10.1177/1044207319826219

Education is going through a stage of change where the paradigm of face-to-face

education has changed considerably. The face-to-face educational model sets its

educational method by taking the teacher and his experience and knowledge as the

main axis. The universities maintain this educational method considering that the

students who opt for this education dedicate themselves to their learning full-time

Jankovski, C.; Schofield, D. The Eyes Have it: Using Eye Tracking Technology to Assess the

Usability of Learning Management Systems in Elementary Schools. Eur. J. Educ. 2017, 3, 2415–2424.

[CrossRef]
 Villegas-Ch, W., Mera-Navarrete, A., & García-Ortiz, J. (2023). Data Analysis

Model for the Evaluation of the Factors That Influence the Teaching of University

Students. Computers, 12(2), 30. https://doi.org/10.3390/computers12020030

According to Sagala (2010), knowledge is not obtained by transfer from others,

but rather by the individual himself so that learners can develop their intellectual

property [14]. As a result, various learning tools are required to ensure that the learning

process runs smoothly [3]. The use of models, strategies, methods, and learning media

is also illustrated in the RPP of independent learning. The Direct Learning model is one

of the learning methods that might help learners with online learning. The direct

Learning model is a teaching paradigm that is especially designed to help learners learn

procedural and declarative knowledge that is properly structured and can be taught

step by step.

by means of [23].

Hands-on learning necessitates careful preparation and execution, particularly

when it comes to student assignments.

Although direct learning is teacher-centered, learners must be involved in

teaching and learning activities. The direct learning model is the one that receives the

least attention in its implementation. In practise, however, the use of direct learning

models is still common in the teaching and learning process in the classroom. The direct

learning model is a learning model that prioritises deductive approaches and

(1) direct transformation and skills; (2) objective-oriented learning; (3) designed

learning subjects; (4) a structured learning environment; and (5) guided by the teacher.

As an information conveyer, the instructor should employ a range of acceptable media,

such as movies, tape recorders, images, demonstrations, and so on.

Sanwidi, A &Tyasing, Galuh. (2019). Direct learning models assisted by Lectora

Inspire media to improve the understanding of geometry concepts. Journal of Physics:

Conference Series. 1188. 012061. 10.1088/1742-6596/1188/1/012061

Cosra, Yardani&Yulkifli, Yulkifli&Ratnawulan, Ratnawulan. (2018). Developing a

physics lesson plan for SMA by using a problem-based learning model with a scientific

approach. 478-488. 10.29210/2018170.

Serevina, V., Anjani, P., & Anggraini, D. (2022). The Validity of Learning

Implementation Plan of Independent Learning in Online Learning using Direct Learning

Models on Thermodynamics Subject. Journal of Physics: Conference Series, 2309(1),

012094. https://doi.org/10.1088/1742-6596/2309/1/012094

SCIENCE LEARNING
 This theoretical perspective conceptualizes and investigates science learning within educational

ecosystems comprised of relationships between physical, virtual, and in and out-of-school contexts, as

well as the resources, artifacts, and processes by which individuals learn. We investigate the usage of

video in various circumstances in comparison to other components of the educational ecosystem such as

textbooks, lectures, and laboratory work in this study.

Staus, N. L., Falk, J. H., Price, A., Tai, R. H., & Dierking, L. D. (2021). Measuring the long-term

effects of informal science education experiences: Challenges and potential solutions. Disciplinary and

Interdisciplinary Science Education Research, 3(1), 1–15.

Falk, J. H., Dierking, L. D., Staus, N., Wyld, J., Bailey, D., & Penuel, W. (2016). Taking an ecosystem

approach to STEM learning. Connected Science Learning, 1, 1– 11.

Breslyn, W., & Green, A. E. (2022). Learning science with YouTube videos and the impacts of

Covid-19. Disciplinary and Interdisciplinary Science Education

Research, 4(1)https://doi.org/10.1186/s43031-022-00051-4

Science learning needs to accustom with the demand of learning needs during the pandemic.

Pandemic has generated various problems, ranging from pedagogical and psychological components to

technical issues of connectivity (Abriata, 2022). Regardless, science learning with unique characteristics

should be learned thru mindon and hands-on (Adam, 2022; Arifin et al., 2022; Ermila et al., 2022;

Muhlasin et al., 2022; Nur et al., 2022; Nurhayatus et al., 2022; Prasetyo et al., 2022; Varisa & Fikri,

2022).
 Abriata, L. A. (2022). How technologies assisted science learning at home during the COVID-19

pandemic. DNA and Cell Biology, 41(1), 19-24. https://doi.org/ 10.1089/dna.2021.0497

Nurwidodo, N., Ibrohim, I., Sueb, S., & Husamah, H. (2023). “Let’s transform!”: A

systematic literature review of science learning in COVID-19 pandemic era. Eurasia

Journal of Mathematics, Science and Technology Education,

19(2)https://doi.org/10.29333/ejmste/12875

Krajcik and Czerniak (2018) identified five key characteristics of the project-

based approach to science learning: (1) Creating relevance in students' lives by

investigating and asking probing questions; (2) Engaging students in science and

engineering practices such as conducting investigations, analyzing data, and building

models; (3) Collaborating with peers, teachers, and community members to find

solutions; (4) Using technology to teach science; and (5) Making artifacts to

demonstrate what students have learned.

Krajcik, J. S., & Czerniak, C. M. (2018). Teaching science in elementary and

middle school: A project-based learning approach (Fifth Edn.). Routledge, Taylor &

Francis Group. https://doi.org/10.4324/9781315205014

istyakov, A. A., Zhdanov, S. P., Avdeeva, E. L., Dyadichenko, E. A., Kunitsyna,M.

L., & Yagudina, R. I. (2023). Exploring the characteristics and effectiveness of project-
based learning for science and STEAM education. Eurasia Journal of Mathematics,

Science and Technology Education, 19(5)https://doi.org/10.29333/ejmste/13128

As a result, the creation and implementation of ways to enable instructors' interactive classroom

group instructional activities in distant synchronous teaching, particularly collaborative problem-solving

in science, would be of immediate help in the field of scientific education teaching. In this scenario,

distant group discussion education necessitates methods that improve the quality of collaborative

problem-solving by learners, such as the use of scaffolding in scientific learning activities (Liang, C.-P.;

She, H.-C.2021).

Liang, C.-P.; She, H.-C. Investigate the effectiveness of single and multiple representational

scaffolds on mathematics problem solving: Evidence from eye movements. Interact. Learn. Environ.

2021. [CrossRef]

Huei-Tse Hou. (2023). Learning Science through Cloud Gamification: A

Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets

and Three-Dimensional Scaffolding. Information, 14(3), 165.

https://doi.org/10.3390/info14030165

Thus, perceived self-efficacy is seen as critical for deeply engaging pupils in science learning (Lin,

2021). Students with stronger self-efficacy set higher objectives, work harder to accomplish them, and

have a higher level of thinking when it comes to conceptualising science (Smit et al., 2019). Students'

perceived self-efficacy is regarded as critical in boosting student engagement and learning (Wu & Fan,

2017).
 Because science education today is seen as focusing on preparing future citizens who can think

critically rather than simply receiving facts, both meaningful science learning and students' perceived

self-efficacy to undertake such learning are seen as essential in the learning process (Baltaolu & Güven,

2019; Vincent-Lancrin et al., 2019).

Lin, T. J. (2021). Multi-dimensional explorations into the relationships between high school

students’ science learning self-efcacy and engagement. International Journal of Science Education.

https://doi.org/10.1080/09500 693.2021.1904523

Smit, R., Hess, K., Bachmann, P., Blum, V., & Birri, T. (2019). What happens after the intervention?

Results from teacher professional development in employing mathematical reasoning tasks and a

supporting rubric. Fron - tiers in Education. https://doi.org/10.3389/feduc.2018.00113

Wu, F., & Fan, W. (2017). Academic procrastination in linking motivation and achievement-

related behaviours: A perspective of expectancy-value theory. Educational Psychology, 37(6), 695–711.

https://doi.org/10.1080/ 01443410.2016.1202901

Vincent-Lancrin, S., Urgel, J., Kar, S., & Jacotin, G. (2019). Measuring innovation in education

2019: What has changed in the classroom? OECD Publishing.

Baltaoğlu, M. G., & Güven, M. (2019). Relationship between self-efcacy, learning strategies and

learning styles of teacher candidates (Anadolu University example). South African Journal of Education,

39(2), 1–11. https://doi. org/10.15700/saje.v39n2a1579

Semilarski, H., Soobard, R., Holbrook, J., & Rannikmäe, M. (2022). Expanding disciplinary and

interdisciplinary core idea maps by students to promote perceived self-efficacy in learning

science. International Journal of STEM Education, 9(1)https://doi.org/10.1186/s40594-022-00374-8

The use of project-based learning (PBL), as a practice to promote active learning experiences,

was built upon a wide array of successful cases based on real-world and challenging situations, for both

the students and the instructors. Since 2013, the Engineering School of Lorena, at the University of São

Paulo, Brazil, has been offering courses with teaching and learning practices primarily based on PBL

(Pereira, M.A.C.; Barreto, M.A.M.; Pazeti, M.J.P.).

Pereira, M.A.C.; Barreto, M.A.M.; Pazeti, M.J.P. Application of Project-Based Learning in the First

Year of an Industrial Engineering Program: Lessons Learned and Challenges. Available online:

https://www.scielo.br/j/prod/a/VYwQDcV3SpZZLM7ZHRh5 GhL/?lang=en (accessed on 4 November

2021).