Muhammad Erfan Haqimy Bin Mohd EzuddinNaziah Binti Abd Kadir2025-01-222025-01-222024Muhammad Erfan Haqimy Bin Mohd Ezuddin, & Naziah Binti Abd Kadir. (2024). Promoting Inclusive Education Through Universal Design For Learning (UDL). E-Proceedings International Language and Education Innovation Competition 2024 (I-INNOLED 2024), 23–37. https://drive.google.com/file/d/1kXBfQ8hgfxTD-TIcvCdleVmC_TnHXDq7/viewhttps://drive.google.com/file/d/1kXBfQ8hgfxTD-TIcvCdleVmC_TnHXDq7/viewhttps://oarep.usim.edu.my/handle/123456789/26149E-Proceedings International Language and Education Innovation Competition 2024 (I-INNOLED 2024) “Navigating The Future of Language And Education In A Transformative Era” 15-16 October 2024 Organized by : Faculty Of Major Language Studies Editors: Lubna Abd. Rahman, Amiliayanti Abd Halim, Maziahtusima IshakInclusive education aims to provide equal learning opportunities for all students, regardless of their diverse needs and abilities. Despite its importance, there is a lack of inclusive education practices in Malaysian schools that effectively address these needs. This study focuses on designing and implementing a Universal Design for Learning (UDL) framework to promote inclusive education, thereby enhancing student engagement and learning outcomes. The research addresses the need for scalable and practical solutions to implement inclusive education practices in Malaysian schools. The UDL framework is proposed as a comprehensive approach to achieve this goal. Previous studies highlight the effectiveness of UDL in fostering inclusive education by offering flexible learning environments. However, there is limited research on its implementation and impact in the Malaysian context. This study employs a mixed-methods approach, combining qualitative and quantitative data collection. The UDL framework will be implemented in selected primary, secondary, and higher education institutions. Data on student engagement and learning outcomes will be gathered through surveys, interviews, and classroom observations. Preliminary results indicate that the UDL framework significantly enhances student engagement and learning outcomes across various educational levels. Teachers report improved classroom dynamics and increased participation from students with diverse learning needs. However, challenges such as resource constraints and the need for teacher training were also identified. The study concludes that the UDL framework is a viable solution for promoting inclusive education in Malaysian schools. While the benefits are evident, addressing the identified challenges is crucial for the successful and widespread adoption of UDL. This research contributes to the growing body of knowledge on inclusive education and provides a foundation for further studies and policy development.en-USInclusive EducationUniversal Design for Learning (UDL)Student EngagementLearning OutcomesMalaysian Educationtext::conference output::conference proceedings::conference paper