Universal design for learning and the integration of African Languages : pathways to inclusivity in Higher Education in South Africa

Abstract

Universal Design for Learning (UDL) is a flexible pedagogical framework providing equal opportunities for diverse students to succeed. This paper presents a reflective case study on the integration of UDL principles to promote inclusive education through the use of African languages within first-year English support classes at the University of South Africa (UNISA). Drawing on reflective practice and student observations, it highlights the persistent marginalisation of African languages in formal education and the transformative potential of UDL to address these challenges. Findings indicate that UDL strategies enhance student engagement, cultural inclusivity, and linguistic accessibility. The paper emphasises the importance of institutional support, policy alignment, and professional training to ensure sustainability. Offering practical insights, it is aimed at educators and policymakers committed to advancing multilingual, inclusive education in South Africa.