The sociocultural context of international students' experience in the UK: exploring the merits and limits of Universal Design for Learning

This study draws on thematic analysis of in-depth interviews and focus group discussions to explore international learners' educational experiences in the UK. Our findings reveal that UDL's implementation yields varied outcomes for international students, predicated on their different cultural backgrounds. The findings underline the importance of a pedagogical balance that values the discipline associated with high power distance cultures while fostering the collaborative inquiry prevalent in more participative educational environments. This approach shifts perceptions of prior cultural experiences of international students from deficits to be corrected to assets that can be co-opted into learning spaces. This research therefore enriches UDL pedagogy discourse by illuminating the nuanced transnational experiences of students and advocating for a complementary culturally responsive pedagogy that harnesses the cultural capital of learners. It underscores the need for educators to develop cultural competencies, positioning them to effectively foster a multicultural approach within teaching and learning.