UDL is a framework to guide the design of learning environments that are accessible, inclusive, equitable, and challenging for every learner. Ultimately, the goal of UDL is to support learner agency, the capacity to actively participate in making choices in service of learning goals. The UDL Guidelines inform the design of learning environments to support learner agency that is:

• Purposeful - internalized self-efficacy, acting in ways that are personally and socially meaningful.
• Reflective - self-awareness and metacognition to identify internal motivations and external influences that support learning and make adjustments when necessary.
• Resourceful - understanding and applying assets, strengths, resources, and linguistic and cultural capital.
• Authentic - increasing comprehension and deepening understanding in ways that are genuine.
• Strategic - setting goals and monitoring learning with intentionality and planfulness.
• Action-oriented - self-directed and collective action in pursuit of learning goals.

Agency involves learners’ ability to regulate their affective, cognitive, and behavioral processes as they interact within the learning environment (Code, 2020). Further, it is essential to consider how structural dynamics influence learner agency. Learners’ ability to act as powerful agents relates to the structure of the learning community and the extent to which all voices, regardless of perceived status, are valued and able to contribute (Restani, 2021).

Designing learning environments that support learner agency requires continually examining power dynamics by challenging structures that view the educator as the sole authority and creating space for learners to make sense of content individually and collectively through interaction and reflection. Further, supporting learner agency requires recognizing dimensions of culture and identity and examining where bias may be a barrier to learners being able to fully exercise their agency.

UDL aims to change the design of the environment rather than to situate the problem as a perceived deficit within the learner. When environments are intentionally designed to reduce barriers, every learner can engage in rigorous, meaningful learning.

Navigate to the Research Pages to explore articles used to develop the goal of learner agency.