This keynote explored how empathy can move beyond sentiment and into structural, cultural, and relational change. It examined how empathy becomes visible through the stories we tell, the language we use, and the ways we invite others to understand experiences different from their own.

This session explored an International UDL Open Research Hub - an accessible, collaborative space to share research and advance global UDL practice and included a brief overview, participant discussion, and opportunities to contribute to the Hub’s development.

The 2026 ADCET UDL Symposium, MC'd by Samantha Poulos, opened with a Welcome to Country by Niara Mansell, followed by a welcome to delegates  from University of Tasmania's Deputy Vice-Chancellor Natalie Brown.

The symposium concluded with student representative Angie sharing key reflections from the student forum followed by thanks to participants and a call to continue advancing inclusive education through collaboration and shared practice.

This presentation showcased how the team programmatically designed for learner variability with an innovative Canvas (LMS) template. The design of this template for all courses meant UDL and optimised learning was embedded in the initial design and learning barriers were proactively removed.

Data analysis revealed accessibility gaps and high fail/withdrawal rates for students with disability and low-SES backgrounds, prompting UDL 3.0 embedding across nine first-year Humanities units.

The OT Models 'Art Series' transformed text-based teaching of theoretical models into a creative, hands-on learning experience, using art-based activities aligned with UDL 3.0 to aid understanding.

This session examined trade-offs in embedding UDL within regulated RTO environments, identifying where it strengthened completion and evidence quality and where poor flexibility reduced compliance.

This presentation examined UDL's impact on neurodivergent students' experiences and found it fostered inclusion and improved outcomes, but required consistent application and institutional support.

Drawing on Aristotle, Habermas and heutagogy, this presentation argued learning design should intentionally design peer connection, offering a blueprint for belonging and agency implemented at Skills Institute.

This presentation shared findings from a co-design survey of 46 Vietnamese-Australian community members and care workers, making the case for redesigning care assessment using UDL 3.0 and AI-assisted design.

This session explored how Cognitive Load Theory theoretically underpinned UDL, aligning cognitive science evidence with UDL 3.0 to help participants design inclusive courses with reduced cognitive load.

This session applied UDL 3.0 beyond the classroom via a student-informed accessibility review of wet labs and anatomy spaces, sharing co-designed recommendations for inclusive high-risk STEM settings.

This presentation outlined a UDL-aligned digital practice OSCE for speech pathology students, built using ADDIE, which reduced anxiety and enhanced confidence, agency and assessment literacy.

This presentation shared an early-stage example of a generative AI, UDL-aligned student support tool, exploring ethical design and how 24/7 AI support reduced barriers across HE and VET.

This session revealed hidden executive functioning demands in tertiary and vocational settings and showed how UDL supported working memory, task initiation and organisation to reduce overload.

Deakin University embedded a Senior Coordinator from Access and Inclusion within its Faculty of Health as a Faculty Partner Pilot, building confidence and accelerating institution-wide adoption of UDL 3.0.

Learning Advisers at Southern Cross University embedded UDL 3.0 into institution-wide digital academic support, positioning accessibility, learner agency and autonomy as foundational design principles.

This paper used two case studies of academic consultations and degree support to explore how student-facing professional staff facilitated engagement, arguing UDL required collaboration across roles.

An HE Food Processing Technology course was redesigned using UDL 3.0, bridging the theory-to-industry gap through case studies, pilot-plant practicals, guest speakers and site visits.

This session demonstrated how Generative AI transformed a single PowerPoint into multiple accessible UDL 3.0-aligned formats, offering a replicable workflow that supported executive functioning.

Drawing on surveys and focus groups, this presentation shared how UDL and participatory research guided co-design of an institution-wide neurodiversity-affirming training package for graduate researchers.

Using Hume Tech School as a case study, this presentation showed how Equity Impact Assessments were used as an early design tool to embed UDL from the outset in new VET programs.

RMIT presented its institution-wide approach to embedding UDL, building cross-functional partnerships and co-designing with staff and students, strengthening leadership, capability and operations.

This project developed a virtual gallery using UDL principles and assistive technology, fostering inclusive participation through persona-based presentations and interactive lectures for diverse learners.

A university undergraduate chemistry laboratory program redesigned its assessments and LMS site with reference to UDL Guidelines 3.0, enhancing engagement and supporting executive functioning.

Students and staff at RMIT Vietnam co-designed an accessibility audit of sports and recreation facilities and shared strategies for embedding learner agency and inclusion beyond the classroom.

This presentation introduced Observodon, a UDL-aligned video-based assessment and feedback tool that used video evidence and time-stamped feedback to reduce barriers in practice-based learning.

RMIT Fashion and Textiles ran co-designed workshops with access partners to develop written and audio description skills for students with low vision or blindness, building multisensory UDL practices.

RMIT CoBL developed a browser-based self-evaluation tool that helped educators review and redesign assessment inclusively, co-designed with learning designers to scope proactive assessment design.

This presentation shared research findings on which podcast design features most enhanced accessibility and engagement for a varied student cohort, as audio resources became more embedded in higher education.

This presentation shared research findings on which podcast design features most enhanced accessibility and engagement for a varied student cohort, as audio resources became more embedded in higher education.

A multi-university initiative in Indonesia built lecturers' capacity to implement UDL through workshops, mentoring and MOOCs, scaling inclusive teaching and improving access for students with disability.

A first-year Occupational Therapy unit redesigned four assessments using metacognitive scaffolding, UDL and AI, turning assessment into a structured developmental journey that built student agency.

This presentation gave an overview of a national survey of part-time students rating 11 UDL-based unit design elements, finding automatic extensions were most important for students with disability.

This presentation used provocations and Mentimeter questions to facilitate exploration of inclusive assessments, drawing on presenters' interprofessional collaboration on institution-wide workshops.

A Chinese as a Foreign Language course was redesigned using UDL 3.0, multimodal tools, learner choice and immersive roleplay, reducing barriers and building confidence and oral proficiency.

A VET-led Community of Practice explored and co-designed resources to build educator capability in UDL-aligned assessment that remained compliant with Australian Skills Quality Authority requirements.

This presentation introduced a program-level UDL 3.0 lens used in a university-wide curriculum transformation to examine assessment patterns and cognitive load, offering a template for systemic change.

TAFE SA redesigned SEE Distance Learning resources using UDL practices, mobile-friendly multimodal supports and AI-assisted design, improving clarity, engagement and accessibility for remote VET learners.

This project investigated whether initial teacher educators implemented UDL in practice and found a gap between theory and application, with systemic barriers and traditional approaches limiting its use.

This presentation used scenarios to demonstrate how students used generative AI for access and equity, how copyright limited this, and how open educational resources resolved these issues.

This workshop examined how UDL 3.0 moved inclusion beyond access to foreground identity, belonging and bias, having participants co-design identity-affirming, equity-driven practices for HE and VET.

This workshop applied a practical framework to redesign common LMS elements, helping participants foster belonging, confidence and motivation for diverse adult learners in asynchronous environments.

This workshop demonstrated how the INSIGHT Framework operationalised UDL principles in assessment design, having participants analyse and redesign a task using structured barrier anticipation.

This practical workshop invited participants to explore and apply a trauma-responsive framework alongside UDL techniques to support student success in higher education.

This presentation let participants choose its format while examining a UDL-informed 'Choose Your Own Assessment' model implemented at scale in first-year biology to enhance engagement and agency.

This research-informed workshop foregrounded cognitive accessibility as vital pedagogical practice, sharing accessible design strategies to equip undergraduate and early career teachers as inclusive educators.

The OT Models 'Art Series' transformed text-based teaching of theoretical models into a creative, hands-on learning experience, using art-based activities aligned with UDL 3.0 to aid understanding. (Short video)

In this gallery presentation, the UDL-guided redesign of a compulsory academic integrity module was showcased. Through accessible design, authentic scenarios, and interactive learning, the project demonstrated how UDL can reduce barriers and support diverse student engagement.

In this special online event showcasing their UDL Symposium Gallery Posters, Dr Christine Krol, Monique Boggia, and Aaron Saint-James shared research, practical strategies, and lived experience demonstrating how co-design and UDL can enhance engagement, accessibility, and inclusion.