UNIVERSAL DESIGN AND DIGITAL PEDAGOGY: TOWARD INCLUSIVE, CREATIVE LEARNING IN HIGHER EDUCATION

Abstract

This article examines how universal design principles and digital pedagogical strategies (e.g. digital storytelling, WebQuests, multimedia instruction) can foster inclusion, creativity, and transformational learning in higher education. Drawing from the author’s own practice in Uzbekistan and relevant international literature, the paper argues that embedding Universal Design for Learning (UDL) and multimedia-rich, student-centered design can reduce barriers for learners with disabilities and promote higher-order thinking for all students.