UNIVERSAL DESIGN FOR LEARNING AS A MEANS OF DESIGNING PRACTICAL WORK IN GEOGRAPHY FOR STUDENTS’ EDUCATIONAL ACTIVITIES

Abstract

The article substantiates the pedagogical foundations for designing practical work in geography based on the concept of Universal Design for Learning (UDL) as an effective tool for differentiating students’ learning activities. The study addresses the urgent need to ensure equitable access to quality education, respond to diverse learning needs, and implement a competency-based approach within the framework of the New Ukrainian School. Theoretical principles of UDL are analyzed alongside their potential for integration into geography education. A content analysis of current curricula and textbooks reveals that traditional practical work is largely focused on reproducing knowledge and do not sufficiently support differentiation, student choice, or the use of digital resources.

The authors propose a model for designing practical tasks aligned with the three core UDL principles: multiple means of representation, action and expression, and engagement. The developed tasks incorporate varied formats of student activity, including analytical, cartographic, digital, and creative assignments, as well as differentiated levels of complexity and contextualized learning scenarios. Such an approach enables students to select appropriate strategies for completing tasks, thereby enhancing autonomy and engagement.

The results of the study, obtained through pedagogical observation, teacher surveys, and expert evaluation, confirm the effectiveness of the proposed approach. The implementation of UDL-based practical works contributes to increased student motivation, deeper understanding of geographical concepts, and the development of critical thinking, research skills, and digital competence. The findings demonstrate that integrating UDL principles into geography education fosters an inclusive, flexible, and student-centered learning environment that aligns with contemporary educational standards and supports the formation of key and subject-specific competencies.