ARCHITECTURE OF AN OPEN DIGITAL INCLUSIVE EDUCATIONAL ECOSYSTEM OF A UNIVERSITY BASED ON THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING

Т. Л. Столяренко

Abstract


The article provides a comprehensive theoretical substantiation and develops an architectural model of an open digital inclusive educational ecosystem for a modern university, based on the principles of Universal Design for Learning (UDL). The relevance of the study is driven by the rapid diversification of the student population, including persons with disabilities, international students, and learners with diverse cognitive styles, which places new demands on the flexibility of the digital infrastructure of higher education institutions. The traditional "one-size-fits-all" approach inherent in most modern Learning Management Systems (LMS) is ineffective for ensuring true inclusion.

The proposed architecture is founded on the three methodological pillars of UDL: multiple means of representation, multiple means of action and expression, and multiple means of engagement. The scientific novelty of the research lies in the development of a multi-layer ecosystem model that covers four interconnected levels: the infrastructure layer (cloud resources and data security), the service layer (LMS, repositories of open resources, and analytics), the adaptation layer (AI modules and assistive technologies), and the communication layer (API interfaces and interoperability standards). Special attention is paid to the adaptive learning environment, which functions based on a dynamic learner model that takes into account profiles of accessibility, preferences, competencies, and motivation.

The paper details the mechanisms for ensuring the openness and interoperability of the system through the implementation of international standards such as IMS Global (LTI, QTI), xAPI, and WCAG 2.2 Level AA. The organizational strategy for implementing the architecture is substantiated, providing for the creation of a Center for Inclusive Digital Education and a three-phase transition plan (from basic infrastructure to a full-fledged AI-based ecosystem over 2 years). To evaluate the effectiveness, a KPI system is proposed based on indicators of accessibility, engagement, learning outcomes, and user satisfaction . The practical significance of the results lies in the creation of a conceptual and technical basis for modernizing the university's digital space to ensure equal access to quality education for all categories of students.


Keywords


inclusive education, digital ecosystem, Universal Design for Learning (UDL), university architecture, adaptive learning, accessibility, open education, learner model, interoperability

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DOI: https://doi.org/10.32620/oikit.2026.108.18

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