Teacher intentions to implement inclusive practices through the lens of the Universal Design for Learning framework and their actual teaching behaviour in China: An application of the Theory of Planned Behaviour

Abstract

Inclusive education has become an international initiative promoting quality education for all learners. The Universal Design for Learning (UDL) framework is often promoted as an inclusive pedagogical framework that supports curriculum development and flexible lesson planning. This study applied the Theory of Planned Behaviour to examine Chinese secondary school teachers’ intentions to implement inclusive practices through the lens of the UDL framework and their actual teaching behaviour.

Adopting an explanatory sequential mixed methods research design, data were collected through questionnaires (Phase 1), interviews (Phase 2), and classroom observations with post-observation interviews (Phase 3). A total of 209 teachers completed the questionnaire. Phase 1 results indicated that subjective norms and perceived behavioural control significantly predicted intentions, while intentions and perceived behavioural control directly predicted actual teaching behaviour. Phase 2 interviews with eight teachers showed that teachers expressed generally positive intentions but demonstrated limited UDL knowledge. Phase 3 classroom observations and post-observation interviews with two teachers further revealed that classroom practices remained dominated by traditional pedagogy, with UDL-aligned elements used at a pre-emergent level.

Integrating findings across phases revealed a clear intention-behaviour gap. Although teachers expressed willingness to adopt inclusive practices, their classroom practices did not fully demonstrate the authentic UDL implementation. The study contributes to the broader understanding of inclusive education by demonstrating that positive intentions alone are insufficient to generate meaningful pedagogical change. Strengthened professional development training, clearer institutional guidance, and sustained government support are essential to enable teachers to translate positive intentions into effective, systematic and fully realised inclusive practices.