International Research in Higher Education
International Research in Higher Education is an open-access and peer-reviewed journal published by Sciedu Press in Canada. This journal is published semiannually (June & December) in both print and online versions. All publications are open access in full text and free to download.
This journal provides a forum for education researchers to debate internationally relevant issues across all fields of higher education, including:
- Education Theory, Practice and Policy
- Educational Psychology and Leadership
- Educational Science, Technology and Development
- Educational Administration and Evaluation
- Curriculum and Instruction
- Teaching, Training & Learning
- Counselor Education
- Special Education
- Health and Physical Education
The journal accepts article submissions both online and via e-mail (irhe@sciedupress.com).
-
Fostering Equity Students’ Experience and Success Through a Lens of Universal Design for Learning
This study investigates how Universal Design for Learning (UDL) enhances the experiences and outcomes of equity students in higher education, focusing on those from low socioeconomic status (SES), regional and remote (RR), and non-English speaking background (NESB) cohorts. Unlike traditional applications of UDL, which primarily focus on students with disabilities, this research customises the UDL framework to address the unique challenges faced by these equity groups, emphasizing their distinct learning barriers and support needs. Drawing on qualitative data from 27 semi-structured interviews conducted at a large public university in Australia, this study explores the adaptation of UDL principles in curriculum design, course delivery, and assessment. The research highlights the critical role of the “3 E’s”: Empowerment, achieved by equipping students with tools and autonomy in learning; Engagement, fostered through adaptable and inclusive teaching approaches; and Effectiveness, ensuring students acquire meaningful skills suited to their diverse educational needs. Practical strategies derived from this research include flexible assessment models, the use of AI and digital tools for accessibility, and structured mentoring programs to support student success. These findings offer actionable guidance for educators seeking to create more inclusive learning environments and reinforce UDL’s transformative potential in advancing equity, diversity, and inclusion in higher education.
