Teacher educators’ and pre-service teachers’ perceptions of universal design for learning incorporation in Ghanaian teacher education: factor structure and predictors

Focus: This study examines how Universal Design for Learning (UDL) principles are incorporated in Ghanaian teacher education, drawing on the perceptions of both teacher educators and pre-service teachers, and evaluates the reliability and structure of CAST-aligned UDL measures. Background/context: UDL is increasingly promoted as a framework for inclusive and learner-centred pedagogy. While Ghanaian teacher education reforms emphasise inclusive education and differentiated instruction, little empirical research has examined how UDL principles are perceived to be incorporated in teacher preparation, or whether CAST-derived UDL measures function reliably across different respondent groups. Description: Using parallel survey instruments derived from the CAST UDL Guidelines, this study explores perceptions of UDL incorporation across the three principles—multiple means of engagement, representation, and action and expression—from both those who teach and those who experience teacher education programmes. Method: A cross-sectional survey design was employed. Data were collected from 151 pre-service teachers and 156 teacher educators across three Colleges of Education in Ghana. Descriptive statistics and reliability analyses (Cronbach’s alpha) were conducted to examine internal consistency and perceived levels of UDL incorporation across subscales. Evidence: Results indicated high perceived incorporation of UDL principles across both groups, with mean scores above 4.7 on a five-point scale. All UDL subscales demonstrated excellent internal consistency (α = .87–.94). Engagement, representation, and action and expression were consistently endorsed, although formal knowledge of UDL varied across participants. Contribution: The study provides empirical evidence that CAST-aligned UDL measures can be reliably used in teacher education contexts and highlights a potential gap between implicit inclusive practices and explicit UDL knowledge in Ghanaian teacher preparation. Engagement: Findings inform teacher education curriculum design, professional development, and policy by supporting the systematic and explicit integration of UDL to strengthen inclusive teaching capacity in Ghana and similar contexts.