Teacher Training for Diversity - Analyzing Inclusive and Intercultural Education in Early Childhood Degrees of three Universities located in Spain, France and Columbia - Article 6

Oct 15, 2026

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This study examines how inclusive and intercultural education principles are integrated in Bachelor’s Degrees in Early Childhood Education at three universities in Spain, France, and Colombia. Using analysis of 116 course syllabi, the research identifies references to Universal Design for Learning, accessibility, inclusion, diversity, and interculturality. A second content analysis categorizes units of meaning into four groups and determines the predominant approach to the term “inclusion” across programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Inclusive and intercultural education framework

Universal Design for Learning (UDL)

UDL principles and implementation approach

Design for All and its relation to UDL

Australian Journal of Teacher Education | Volume 50 Issue 3 | Article 6 | | --- | --- | | 2025
Teacher Training for Diversity: Analyzing Inclusive and Intercultural Education in Early Childhood Degrees of three Universities located in Spain, France and Columbia
Odet Moliner
Universitat Jaume I
Aida Sanahuja Universitat Jaume I
Daniel Niclot
Université de Reims Champagne-Ardenne, Reims, France
MariaAngelica Yazzo
Fundación Universitaria Los Libertadores, Bogotá, Colombia
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, and the Curriculum and Social Inquiry Commons | | Recommended Citation Moliner, O., Sanahuja, A., Niclot, D., & Yazzo, M. (2025) . Teacher Training for Diversity: Analyzing Inclusive and Intercultural Education in Early Childhood Degrees of three Universities located in Spain, France and Columbia. Australian Journal of Teacher Education, 50(3) . [https://doi.org/10.14221/1835-517X.6737](https://doi.org/10.14221/1835-517X.6737) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol50/iss3/6](https://ro.ecu.edu.au/ajte/vol50/iss3/6) Teacher Training for Diversity: Analyzing Inclusive and Intercultural Education in Early Childhood Degrees of three Universities located in Spain, France and Columbia Odet Moliner Aida Sanahuja University Jaume I (Spain) Daniel Niclot University of Reims Champagne-Ardenne (France) Maria Angelica Yazzo Los Libertadores University Foundation (Colombia) Abstract: This study examines the integration ofinclusive and intercultural education principles in the Bachelor’s Degree in Early Childhood Education at three Universities located in Spain, France and Colombia. An analysis of116 course syllabi is conducted to identify the specific references to Universal Design for Learning, accessibility, inclusion, diversity and interculturality. A second content analysis was conducted to categorize the units of meaning into four categories and determine the predominant underlying approach to the use of the term 'inclusion' in each degree program. The results indicate that the concepts of accessibility and UDL are the least represented, followed by interculturality; and regarding inclusion, the curricular approach prevails. Keywords: initial training, pre-school teachers, UDL, interculturality, inclusion. Introduction This article contributes to the development of a line of research on building a more inclusive and intercultural university (Benet et al., 2019; Moliner et al., 2019) . This approach refers to the recognition and appreciation of diversity and equal opportunities for vulnerable groups of individuals and communities, such as refugees, migrants, indigenous people and people with disabilities. It is conceived as a model that advocates for accessible education that meets the learning needs of all students and promotes equitable education for a more cohesive society. The International Convention on the Rights of Persons with Disabilities obliges all educational institutions, including higher education institutions, to ensure full inclusion, full participation and equal conditions in education throughout life. The UNESCO (2013), OECD (2018) and Council of Europe (2014) frameworks for intercultural, inclusive and global competence focus on knowledge, values, attitudes, skills and actions from a human rights perspective where diversity is highly valued. In this regard, in response to diversity, national higher education regulations should promote the adoption of teaching approaches based on Universal Design for Learning (UDL) to favour the access, participation and progress for all students (Center for Applied Special Technology [CAST], 20181 ; Craig et al., 2022; Lomellini & Lowenthal, 2022) . Universal Design for Learning (UDL), as define

FAQs

What is the main focus of this study on early childhood education degrees?

The study focuses on integrating inclusive and intercultural education principles in early childhood Bachelor’s programs at universities in Spain, France, and Colombia.

How is Universal Design for Learning (UDL) analyzed in the degree programs?

The research analyzes 116 course syllabi to identify references to UDL, along with accessibility, inclusion, diversity, and interculturality.

What do the results suggest about the representation of key concepts?

The concepts of accessibility and UDL are the least represented, followed by interculturality; for inclusion, the prevailing curricular approach is emphasized.

Oct 15, 2026

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