2025/11/29 by Margaret Flood, Elizabeth Hartman, Sammy Taggart · 1 voice
Social Sciences · Arts and Humanities · #Global Educational Policies and Reforms #Literacy, Media, and Education #Teacher Education and Leadership Studies
paper · doi:10.34874/prsm.ijududl-vol1iss2.6694
openalex publication_date 2025/11/29 · openalex created_date 2026/05/21 · openalex updated_date 2026/07/01
This paper examines the role of structured professional learning communities in facilitating the implementation of the Universal Design for Learning (UDL) framework and digital technology in Northern Ireland and Republic of Ireland. Using a cross-border professional learning initiative, this research explored how collaborative and flexible professional learning structures developed educators’ professional competence and confidence to embed UDL effectively within their classrooms. The study investigates how these professional development structures supported teacher engagement, fostered digital competence, and promote reflective practices that address the diverse needs of learners. Recommendations for policymakers and educational leaders are provided, alongside a discussion on the challenges and implications of scaling these structures within diverse educational contexts within and beyond Ireland.