The effects of online group mentoring on universal design for learning implementation

Evidence from neuroscience indicates that learner variability is the norm, challenging traditional school and curriculum designs aimed at the average student. In response, the Universal Design for Learning (UDL) framework supports inclusive practices by embracing student variability within educational environments. As agents of change, it is crucial for teachers to acquire the knowledge, skills, beliefs, and attitudes necessary for inclusive pedagogies. However, sustainability in teacher professional learning presents significant challenges. Mentoring, as an ongoing professional development strategy, has shown benefits for teachers in various settings. Accordingly, this study investigated the effects of an online group mentoring program on teachers' application of UDL. A convergent parallel mixed methods design combining experimental design and qualitative analysis was used. The participants were 54 primary school and 35 secondary school Turkish teachers working in public schools in Istanbul. While all participants completed the UDL Basic Professional Development program, a group of teachers additionally completed the mentoring program. Quantitative data were collected using the Turkish Form of the UDL Implementation Fidelity Tool, which was adapted by the researcher, and the Turkish Form of the Expectancy-Value-Cost for Professional Development Scale. Qualitative data were collected from teacher interviews, and a thematic analysis was conducted. Findings showed that both groups were equally committed to using the UDL framework, valued the framework, and perceived similar challenges to implementation. Teachers in the mentoring program had significantly higher expectations of successful implementation of the UDL framework. Teacher interviews highlighted the benefits of feedback, self-assessment, realistic scenarios, and colleague interaction. These components allowed teachers to identify their areas of development, adopt a student-centered approach, acquire practical knowledge, and have a positive view of the UDL application. Teachers also reported that they had begun implementing various UDL strategies in classrooms after the mentoring program. This study suggests that mentoring programs can enhance teacher self-efficacy and support the implementation of new pedagogical frameworks. Further research is recommended to optimize the design of mentoring programs for teachers' professional development. Keywords: Universal Design for Learning (UDL), Inclusive education, Teacher professional development, Online mentoring, Group mentoring, Implementation fidelity