DIGITAL COMPETENCE AS A COMPONENT OF UNIVERSAL DESIGN FOR LEARNING (UDL) FOR ENGLISH TEACHERS

Abstract

In the 21st century, digital transformation has significantly influenced educational systems worldwide. English teachers are expected not only to possess strong linguistic and pedagogical knowledge but also to demonstrate advanced digital competence. Within inclusive education, digital competence becomes especially important when applying Universal Design for Learning (UDL), a framework developed by CAST to ensure equal access to learning for all students. UDL promotes flexible teaching strategies through multiple means of engagement, representation, and action and expression. Digital technologies serve as essential tools for implementing these principles effectively in English language classrooms.

This thesis explores digital competence as a structural component of UDL and examines how English teachers can integrate technological skills to enhance inclusivity, communicative competence, and learner engagement.