Evaluation of the relationship between prospective teachers' perceptions of universal design for learning, inclusive learning attitudes, and augmented reality applications attitude

Abstract

The purpose of this study was to examine the relationship between pre-service teachers' perceptions of universal learning design, inclusive learning attitudes, and attitudes towards augmented reality applications. In the study, the Inclusive Education Attitude Scale, Universal Learning Design Perception Scale, and Augmented Reality Applications Attitude Scale were used to determine the perceptions and attitudes of pre-service teachers towards the variables in question. Descriptive statistics, including mean, standard deviation, minimum, and maximum values, were calculated. The relationships among variables were examined through Pearson correlation analysis. As a result of the analyses, it was determined that there were statistically significant relationships between pre-service teachers' perceptions of universal learning design, inclusive learning attitudes, and attitudes towards augmented reality applications. The study presents important findings regarding the interaction between attitudes towards inclusivity and technological applications in the field of education. The research results show that pre-service teachers developed a strong awareness, especially in the dimension of inclusiveness, in their perceptions of universal learning design; however, they had limited awareness in the dimensions of evaluation and reflection. Although the attitudes of the pre-service teachers towards inclusive education were generally positive, individual differences were striking. Attitudes towards augmented reality applications were found to be highly positive, and this technology was seen as pedagogically meaningful and interesting. However, no significant relationship was found between these three variables. This situation reveals the importance of the holistic and practical integration of universal design, inclusive education, and digital technologies in teacher training programs.