掲載種別：研究論文（学術雑誌）  

<jats:p>In Japan's increasingly diverse higher education landscape, universal design for learning (UDL) has emerged as a promising framework for promoting inclusive learning environments. While existing applications of UDL tend to focus on structural strategies, this small-scale inquiry examines how an instructor's reflective practice plays a central role in realizing UDL's full potential. Grounded in Schön's model of reflective practice and informed by Brookfield's framework of critically reflective teaching, this research investigates how the instructor's perceptions of learner diversity evolved over a semester-long universal design course attended by 11 second-year students at a Japanese college. Data sources included students' learning logs and survey responses regarding barriers to learning and course evaluations. The analysis revealed various invisible barriers that students experienced, such as anxiety about communication, discomfort with group activities, and sensitivity to environmental factors. Concurrently, students showed diverse and less visible forms of engagement that occurred outside of classroom settings. Through critical self-examination, the instructor developed a deeper awareness of individual learning differences and began to challenge earlier assumptions that relied on observable behaviors as the primary indicator of student engagement. This metacognitive shift prompted changes in instructional decisions and teaching philosophy, illustrating how engagement with the UDL framework can stimulate critical awareness and evolving instructional perspectives. The study suggests that reflective practice may play an important role in helping instructors to fully engage with UDL and respond effectively to learner diversity. It also contributes to faculty development discourse by highlighting the potential of UDL to foster instructor transformation through reflective engagement toward more inclusive teaching.
 
 
Received: 14 April 2025 | Revised: 25 June 2025 | Accepted: 19 August 2025
 
Conflicts of Interest
The author declares that he has no conflicts of interest to this work.
 
Data Availability Statement
The data that support this work are available upon reasonable request to the corresponding author.
 
Author Contribution Statement
Atsunori Fujii: Conceptualization, Methodology, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review &amp; editing, Visualization, Supervision, Funding acquisition.</jats:p>

DOI： 10.47852/bonviewijce52025927

researchmap

記述言語：日本語   出版者・発行元：一般社団法人 日本教育工学会  

<p>本研究は，大学1年から3年まで段階的に熟達するキャリア教育プログラムの開発を目指した．各授業前後の検証から，1年生ではライフキャリア教育の成果が，2年生の学生同士の協働作業では社会人基礎力の向上が，3年生の企業連携の問題解決演習では自己評価能力の向上が確認された．また，学生主体の学習を促すことで，1人の教員が3科目を運営できる体制を構築することができた．</p>

DOI： 10.15077/jsetstudy.2024.3_300

CiNii Research

掲載種別：研究論文（学術雑誌）   出版者・発行元：Discover Education  

Learner autonomy is particularly important in higher education, where students are fully responsible for their own learning. Despite this, there is a lack of research on aspects of autonomy support in higher education compared with that of primary and secondary education. To address this gap, this study explored autonomy support and learning preference in higher education, introducing a flexible and individualized learning environment with technology after the COVID-19 pandemic. A survey was conducted among 849 Japanese university students to gather their perceptions about autonomous support, learning preferences (face-to-face or distance), use of learning strategies, and academic performance (grade point average). Correlations were identified between certain variables: for example, perceived autonomy support, class format preference, and grade point average. The scores of different scales were compared among the subject groups. Autonomy support provided by instructors included explaining the lesson’s outline to students. A few teachers provided opportunities for students to select learning methods, teaching materials, and assignment content; yet, few instructors seemed to truly understand students’ learning needs. Although many participants took face-to-face courses, students’ learning preferences were evenly split between face-to-face and distance learning courses. Students who strongly preferred face-to-face learning performed well regardless of instructional format. Students with a little preference for distance education performed well, especially in distance education courses. Students with no preference performed the worst. This study suggests that a learning environment that provides students with options to suit their diverse learning preferences is beneficial and that introducing “hybrid-flexible” courses and feedback for students’ learning strategies has the potential to promote learner autonomy in higher education.

DOI： 10.1007/s44217-024-00111-z

Scopus

researchmap

記述言語：日本語   出版者・発行元：一般社団法人 日本教育心理学会  

DOI： 10.20587/pamjaep.66.0_243

CiNii Research

記述言語：日本語   出版者・発行元：公益社団法人 日本工学教育協会  

DOI： 10.4307/jsee.72.1_38

CiNii Research

開催年月日： 2019年12月

開催地：広島市  

開催年月日： 2019年9月

開催地：茨木市  

開催年月日： 2018年11月

開催地：茨木市  

開催年月日： 2018年9月

開催地：横浜市  

開催年月日： 2018年6月

開催地：徳島市