Research trends in the implementation of universal design for learning in African higher education institutions: A systematic review

<title>Abstract</title> <p>The rising heterogeneity of student populations in African Higher Education Institutions (HEIs) has intensified the global demand for inclusive pedagogical frameworks. Universal Design for Learning (UDL) has emerged as a vital strategy to address learner variability and reduce instructional barriers. This systematic review aims to map the trends, geographic distribution, and methodological characteristics of UDL research within African higher education to inform evidence-based policy and practice. Adhering to Preferred Reporting Items for Systematic Review and Meta Analysis (PRISMA) guidelines, a systematic search was conducted across Dimensions, Scopus, ERIC, and Google Scholar for peer-reviewed articles published between 2013 and 2026. Following a rigorous screening of 273 records, 20 studies met the inclusion criteria. Methodological quality was appraised using CASP and MMAT tools, and data were synthesized through thematic analysis to identify recurring patterns and research gaps. Findings reveal a significant surge in UDL scholarship peaking in 2025, though research is heavily concentrated in South Africa (n = 13). Methodologically, qualitative inquiry predominates (n = 9), reflecting the field's exploratory stage. A persistent "theory-practice gap" exists, with 55% of studies focusing on theoretical discussions rather than practical application. While evidence indicates that UDL significantly improves student engagement and academic achievement particularly in Ghana and Nigeria its efficacy is frequently undermined by systemic challenges, including inadequate digital infrastructure, limited faculty awareness, and weak institutional policy support. UDL is transitioning from a theoretical ideal to a contextualized pedagogical framework in Africa. However, its transformative potential remains constrained by geographic disparities and structural hurdles. Future success depends on moving beyond localized experiments toward systemic commitment, prioritizing faculty capacity building and investment in accessible digital resources.</p>