Effects of a neuroscience-informed universal design for learning training on the development of inclusive teaching competencies: a quasi-experimental study

Inclusive education has evolved from a legal mandate into a complex pedagogical endeavor requiring teachers to design for learner variability and engage in sustained collaboration. This study examined the impact of a neuroscience-informed Universal Design for Learning (UDL) professional development (PD) program on four competencies from the European Inclusive Teacher Profile: valuing learner diversity (mindset), supporting all learners (lesson design and implementation), working with others (co-teaching), and pursuing professional growth (self-efficacy). Fifty-one kindergarten and primary teachers from inclusive classrooms in southern Switzerland participated (experimental = 20; control = 31). Using established instruments, results showed that PD participants developed a more growth-oriented mindset sustained at follow-up, improved their capacity to design and deliver accessible lessons, and diversified co-teaching practices toward more collaborative models. Gains in self-efficacy were immediate but partially declined over time. Overall, findings highlight the potential of neuroscience-informed UDL to foster sustainable growth in inclusive teaching competence.