Implementing UDL in educational institutions is a powerful approach to creating inclusive educational environments that cater to the diverse needs of all learners. However, its implementation in Thailand remains limited due to varying contextual challenges. This study aims to synthesize and validate UDL components specifically tailored to the Thai educational context. A mixed-methods approach was employed, consisting of an extensive document analysis, expert focus group discussions with nine educational experts, and a subsequent validation phase through a survey of 50 educational stakeholders. The synthesis phase identified six critical administrative UDL components, including establishing a universal learning vision, stakeholder engagement, professional development, flexible curriculum design, an accessible learning environment, and assessment design. The validation results indicated a high level of appropriateness for these components, with overall mean scores above 4.7 out of 5. Additionally, comparative analysis with international UDL implementations, fundings, and technology integration was conducted to further contextualize the findings. The study concludes that while the UDL framework is highly relevant for Thailand, its successful implementation requires strategic planning, particularly in technology integration and professional development. This research offers new insights by adapting global best practices in UDL to the specific needs of Thai education, contributing to the ongoing discourse on inclusive education in Southeast Asia.

Authors:
Saowanee Sirisooksilp, Khon Kaen University, Thailand
Atcharawadee Kerdsritong, Khon Kean University, Thailand
Rapeephan Phaengsopha, Khon Kean University, Thailand

About the Presenter(s)
Rapeephan Phaengsopha, Chinese teacher at Ban Nong Kung School. Passionate about language education and school administration. Currently pursuing a Master's in Educational Administration at Khon Kaen University, focusing on enhancing language instruc

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