ChatGPT as a UDL implementation tool: action research evidence from Spanish classrooms
DOI:
https://doi.org/10.55040/wfgggt49Keywords:
artificial intelligence, Universal Design for Learning, inclusive education, lesson planning, educational technologyAbstract
The integration of Generative Artificial Intelligence into lesson planning opens new pathways for the practical implementation of Universal Design for Learning in the classroom. This study aims to analyse the impact of a customised ChatGPT tool —developed within the MoTICvate project— on teaching efficiency and the quality of inclusive activities generated. An action research design with mixed methods was employed —the most appropriate design for evaluating the impact of a pedagogical innovation in authentic classroom contexts—, involving 45 teachers from Spanish schools, systematically comparing activity creation with and without Artificial Intelligence support. Results show reductions of between 85% and 95% in planning time, significant improvements in teacher confidence, and greater application of Universal Design for Learning principles in the activities produced. The study concludes that the responsible integration of Generative Artificial Intelligence tools can substantially reduce the gap between theoretical knowledge of Universal Design for Learning and its daily application in the classroom.
References
Allam, H., Dempere, J., Lazaros, E., Davison, C., Kalota, F., & Hua, D. (2025). Unleashing educacional potential: Integrating ChatGPT in the classroom. Proceedings of the Human-Computer Technology Integration, Global Education, and Communication Conference (pp. 126-145). Atlantis Press.
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), Article 2218191. https://doi.org/10.1080/2331186X.2023.2218191
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
Boletín Oficial del Estado. (2020). Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340, 122868–122953. https://www.boe.es/eli/es/lo/2020/12/29/3
Bray, A. (2024). What next for Universal Design for Learning? A systematic review. British Journal of Educational Technology, 55(3), 412–438. https://doi.org/10.1111/bjet.13328
Combrinck, C. (2024). Not liking the Likert? A Rasch analysis of forced-choice format and usefulness in survey design. Sage Open, 14(4). https://doi.org/10.1177/21582440241295501
Comisión Europea. (2021). Estrategia europea para los derechos de las personas con discapacidad 2021–2030. Oficina de Publicaciones de la Unión Europea. https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=CELEX:52021DC0101
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6ª ed.). SAGE.
Dienabou, M. (2024, 8 de febrero). Exploring new horizons: Teacher professional development in the age of AI [Entrada de blog]. European Schoolnet Academy. https://blog.europeanschoolnetacademy.eu/2024/02/exploring-new-horizons-teacher-professional-development-in-the-age-of-ai-insights-from-thematic-seminar-and-report
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
Gupta, M., & Kaul, SDi. (2024). AI in Inclusive Education: A Systematic Review of Opportunities and Challenges. MIER Journal of Educational Studies Trends and Practices, 14(2), 429–461. https://doi.org/10.52634/mier/2024/v14/i2/2702
Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Abu Khurma, O. (2024). AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research and Practice in Technology Enhanced Learning, 19, 23. https://doi.org/10.58459/rptel.2024.19023
Hopcan, S., Polat, E., Ozturk, M. E., & Ozturk, L. (2023). Artificial intelligence in special education: A systematic review. Interactive Learning Environments, 31(10), 7335–7353. https://doi.org/10.1080/10494820.2022.2067186
Jauhiainen, J. S., & Garagorry, A. (2024). Generative AI and education: Dynamic personalization of pupils' school learning material with ChatGPT. Frontiers in Education, 9, Article 1288723. https://doi.org/10.3389/feduc.2024.1288723
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
Mai, D. T. T., Da, C. V., & Hanh, N. V. (2024). The use of ChatGPT in teaching and learning: A systematic review through SWOT analysis approach. Frontiers in Education, 9, Article 1328769. https://doi.org/10.3389/feduc.2024.1328769
Mallary, K. J., Moore, E. J., & McClain, A. L. (2025). Artificial intelligence and universal design for learning: Transforming teaching and learning in adult and continuing higher education. New Directions for Adult and Continuing Education, 2025(188), 39–47. https://doi.org/10.1002/ace.70016
Nyaaba, M., & Zhai, X. (2024). Generative AI professional development needs for teacher educators. Journal of AI, 8(1), 1–13. https://doi.org/10.61969/jai.1385915
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research. Exceptionality, 25(2), 116–138. https://doi.org/10.1080/09362835.2016.1196450
Plantin Ewe, L., & Galvin, T. (2023). Universal Design for Learning across formal school structures in Europe: A systematic review. Education Sciences, 13(9), 867. https://doi.org/10.3390/educsci13090867
Powell, W., & Courchesne, S. (2024). Opportunities and risks involved in using ChatGPT to create first grade science lesson plans. PLOS ONE, 19(6), e0305337. https://doi.org/10.1371/journal.pone.0305337
Rusconi, L., & Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) training course on the development of teachers' competences: A systematic review. Education Sciences, 13(5), 466. https://doi.org/10.3390/educsci13050466
Saborío-Taylor, S., & Rojas-Ramírez, F. (2024). Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning. International Journal of Professional Development, Learners and Learning, 6(2), ep2408. https://doi.org/10.30935/ijpdll/14694
Spulber, D. (2024). AI in inclusive education which differences in research trend. Geopolitical, Social Security and Freedom Journal, 7(1), 85–99. https://doi.org/10.2478/gssfj-2024-0007
Tan, X., Cheng, G., & Ling, M. H. (2024). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Van den Berg, G., & Du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998. https://doi.org/10.3390/educsci13100998
Wea, D., Goal, E. L., & Wolomasi, A. K. (2025). Implementation of universal design for learning (UDL) in inclusive education: A study of primary and secondary education units. International Journal of Instruction, 18(3), 531–548. https://doi.org/10.29333/iji.2025.18327a
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, P., & Tur, G. (2024). A systematic review of ChatGPT use in K-12 education. European Journal of Education, 59, e12599. https://doi.org/10.1111/ejed.12599
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Elena Moreno Fuentes, Andrés García Pozas, Manuel Díaz Márquez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://creativecommons.org/licenses/by-nc-nd/4.0
