Technology-enhanced universal design for learning: Examining digital tools that support accessibility and differentiation in diverse classrooms

Technology-enhanced Universal Design for Learning (UDL) has been developed to tackle learner variability in digitally mediated classrooms and has been promoted as a framework for inclusive education. This review synthesizes evidence across early childhood, primary, secondary, higher education, special education, adult learning and inclusive education. The findings indicate that digital technologies do not act merely as tools but as structural enablers of UDL. Technology-supported UDL embedded accessibility infrastructure, multimodal representation systems, differentiated instruction, personalized learning pathways, and non-stigmatized universal supports within instructional and institutional systems. Professional capacity-building was identified as a key factor in effective implementation, with structured UDL training producing measurable pedagogical changes and enhanced instructional design. Digital platforms facilitated multimodal access, assistive and AI-augmented supports, adaptive learning systems, learning analytics, and personalized scaffolding. Executive functioning, self-regulated learning, learner agency and sustained engagement were promoted through interactive, gamified, and collaborative digital practices. At curricular, instructional, and policy levels, UDL provided a proactive, anticipatory design approach that merged accessibility and differentiation. Challenges included infrastructure gaps, digital inequities, fragmented implementation, inadequate training, and limited systemic integration, particularly in low-resource and marginalized contexts. When supported by ongoing professional development, coherent digital infrastructures, and equity-centered policy frameworks, technology-enhanced UDL can become a systemic model for inclusive education. Future efforts should prioritize system-level capacity-building, aligned integration of AI, assistive technologies and UDL, and scalable digital inclusion strategies that align with policy frameworks to enable sustainable, equitable inclusive learning ecosystems.