International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Bridging Universal Design for Learning and TPACK: Examining Pre-Service Teacher Competencies and Implementation Challenges in Indian Higher Education

Author(s) Mr. Abhra Mukhopadhyay
Country India
Abstract In Indian Higher Education Institutions, the fraternity of pre-service teacher educators face considerable challenges in implementing inclusive pedagogical frameworks into classroom practice. This research examines how the integration of principles of Universal Design for Learning (UDL) with Technological Pedagogical and Content Knowledge (TPACK) can strengthen the pedagogical competencies of prospective educators. The study investigates the awareness levels of pre-service teachers regarding UDL and TPACK frameworks, identifies existing implementation barriers within the teacher preparation programs, and explores the synergistic potential of combining these two frameworks to create equitable and technology-enabled learning environments. Through qualitative inquiry involving interviews with teacher educators and focus group discussions with pre-service teachers across select institutions, the research documents the current practices, perceived obstacles, and institutional readiness for adoption. Findings reveal significant gaps between theoretical understanding and practical application, alongside resistance stemming from resource constraints and curricular rigidity. The study proposes a contextualised integration model that addresses the Indian educational landscape, emphasising how teacher educators can scaffold pre-service teachers' competencies in designing universally accessible and technologically enhanced lessons. This research contributes to understanding how multidisciplinary pedagogical approaches can foster inclusive, learner-centered practices aligned with the objectives of NEP 2020.
Keywords Universal Design for Learning, TPACK, Pre-service Teachers, Pedagogical Competencies, Inclusive Education, Teacher Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.65497
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E-ISSN 2582-2160
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