Evaluation of English language teaching curriculum and learning environments in high schools in terms of compliance with universal design of learning principles

The aim of this study is to evaluate the high school education English curriculum and learning environments in terms of compliance with the principles of universal design of learning (UDL). Mixed method was used and explanatory design was benefitted. In the quantitative part of the research, survey research; in the qualitative part, case study was used. The study group consists of English teachers working in high school education institutions of Bartın and Zonguldak in the 2021-2022 academic year. In the quantitative part of the study 202 English teachers and in the qualitative part of the study 8 English teachers were consisted. While collecting the quantitative data 2 scales and for the qualitative data 1 interview form were developed by the researcher. The data on the teachers' views on acquisition, content, material, learning-teaching process and assessment-evaluation elements of the high school education English curriculum were obtained from the 'UDL-Based Curriculum Evaluation Scale'; UDL-Based Teaching Scale for Teachers' was used in obtaining data on teachers' views on knowledge transfer, reflective thinking, autonomy, verbal knowledge transfer, multimedia and metacognitive thinking; the data on teachers' consideration of udl-based principles in their lessons was collected online with the interview form. Since the scales did not show normal distribution after the normality test, the Mann-Whitney U-test, one of the non-parametric tests, was used to compare the independent groups. In the analysis of qualitative data, descriptive analysis was used to examine the data obtained through online interviews. After the recordings obtained from the interviews were written down, the answers given were carefully examined, themes were formed and direct quotations were included. Considering the findings of the research, according to the variables of gender, city of residence and educational status of the high education English curriculum; when the results of the UDL-based curriculum evaluation scale and the sub-factors were examined, female teachers were more positive than males, the opinions of the teachers working in the researched cities were similar and undergraduate teachers were more positive than postgraduate teachers. In the evaluation of UDL-based teaching and the sub-factors of this scale were examined, it was concluded that there was no significant difference between the views of male and female teachers, the teachers working in the cities have similar views and the opinions of the undergraduate and graduate teachers were similar. When the qualitative findings of the study were examined, it was defined that teachers pay attention to individual differences and try to attract attention and participation at the beginning of lessons, use current technological tools effectively, enrich teaching by various methods, strategies, activities and alternative materials, and improve their self-skills in preparing students for life. It was determined that despite being obliged to make formal implementations in their assessments, different and various assessment alternatives are provided. In line with the results obtained in the research, since there are difficulties in the use of UDL and integrating technology and materials into the lessons, it is suggested that training in UDL and material use should be provided. Keywords: English curriculum, mixed research, niversal design of learning.