Mediación pedagógica con el DUA para la inclusión educativa en básica superior

Abstract

Educational inclusion in upper basic education requires pedagogical practices that effectively address student diversity. This article systematically reviews the literature on pedagogical mediation methods using Universal Design for Learning (UDL) and its role in promoting inclusive educational practices at this level. The dissertation aimed to examine how UDL-based pedagogical mediation strategies strengthen inclusive educational processes. The findings were based on a mixed-methods approach, predominantly qualitative, using a review of 22 scientific articles indexed in Scopus between 2020 and 2025, following the PRISMA protocol. This revealed a substantial presence of qualitative and theoretical research studies, with the use of digital technologies and resources being the primary pedagogical mediation strategy. However, key strategies such as differentiated instruction, cooperative learning, formative assessments, and scaffolding are underutilized and not systematically applied. Similarly, it was found that the partial application of UDL, with a greater focus on the representational principle and an inadequate incorporation of the action, expression, and engagement principles, suggests that while UDL-based pedagogical mediation promotes educational inclusion, its transformative potential is not yet more widely integrated into the classroom.