Universal Design for Learning and the Sustainable Development Goals: Reimagining Inclusive Education – An Alice in Wonderland Journey

This paper critically examines the evolution of inclusive education, tracing its trajectory from disability-centric models towards the more encompassing framework of Universal Design for Learning (UDL) and its alignment with the United Nations Sustainable Development Goals (SDGs), specifically addressing the interconnectedness of SDG 4 (Quality Education) with SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities). Through a synthesis of past literature and the findings of two systematic literature reviews (SLRs), this paper highlights existing gaps between theory, practice, and the aspirational goals of inclusion. The first SLR revealed a significant absence of research exploring the intersection of UDL and career guidance within an inclusive education philosophy, a crucial link to fostering opportunities for decent work as outlined in SDG 8. The second SLR, focusing on the implementation of UDL in European formal school settings, identified a limited empirical evidence base, predominantly centred on teacher-learner interactions. By bringing together these findings, this paper argues for a more holistic and contextually nuanced approach to inclusion that moves beyond the restrictive medical model of disability and appreciates the diverse cultural contexts influencing educational structures. Furthermore, this paper advocates for building upon the dynamic and flexible nature of UDL to continually challenge and expand the scope of inclusive education. It calls for a genuine push beyond a one-size-fits-all "expert" led approach, emphasising a renewed focus on relationships, a shared multi-professional understanding, and a deep appreciation of culture and context in shaping inclusive practices. It proposes a re-evaluation of terminology and practice, advocating for applied, specific examples that embrace the diversity of all learners, including those with disabilities, and the collaborative roles of all education professionals in achieving truly inclusive and equitable education. This shift toward quality education (SDG 4) aims to reduce inequalities (SDG 10) and promote conditions for decent work and economic growth (SDG 8) by challenging the disabling barriers that prevail in education, limiting quality for those most challenged and historically impeding full participation. Navigating the “wonderland” of inclusive education must now involve considering UDL, the SDGs, and redeveloping inclusive learning for a changing world.