UNIVERSAL DESIGN FOR LEARNING, ACCESSIBLE LEARNING DESIGN AND ARTIFICIAL INTELLIGENCE: AN EXPLORATORY STUDY ON PRE-SERVICE TEACHERS

This study investigates the effectiveness of integrating a chatbot based on the UDL 3.0 guidelines as a tool to support the design of inclusive lessons for pre-service teachers. A quasi-experimental pre- and post-test design was used to assess the effectiveness of the intervention, measuring familiarity with the chatbot, understanding and application of the UDL 3.0 guidelines, the most optimised areas of lesson design, the aspects of the chatbot most valued, and the challenges faced by participants. Preliminary results suggest that the chatbot's ability to provide immediate feedback, practical suggestions, and tailored teaching solutions helped to accelerate the planning process, improve content accessibility, and differentiate teaching strategies.