Enhancing online teaching practice through universal design for learning: A faculty professional development case study in adult learning contexts

Abstract

This qualitative case study examines how faculty engaged with and applied Universal Design for Learning (UDL) principles through a professional development workshop series at Africa Nazarene University, Kenya. Fifty-two faculty members participated in the initiative, and data were generated through reflective feedback and focus-group dialogue, complemented by a small set of descriptive survey indicators. Using an inductive approach, the study collected data through open-ended survey questions, analysing responses through descriptive statistics (frequency and percentage analyses) and thematic analysis using Kirkpatrick's Four-Level Training Evaluation Model. The findings reveal that collaborative peer feedback cycles increased faculty confidence in implementing UDL principles and demonstrate how a systematic analysis of participant feedback can inform targeted professional development initiatives. The study provides a framework for using evidence-based continuous improvement strategies to enhance workshop design and learning outcomes in higher education settings. These insights contribute to the growing research on data-driven approaches to faculty development and inclusive learning design.