<![CDATA[Microteaching as part of the Teacher Professional Education Program (PPG) still faces several challenges in the context of inclusive education, particularly because the implementation of Universal Design for Learning (UDL) principles has not been optimally integrated into the training of prospective teachers. This condition limits students’ ability to design learning that is adaptive and responsive to the diverse characteristics of learners. This study aims to explore and examine the implementation of a UDL-based microteaching platform in improving the pedagogical competence of PPG students. The research employed a Participatory Action Research (PAR) approach using the Stringer model with three cyclical stages: look, think, and act. The research subjects consisted of four PPG students selected purposively. Data were collected through a UDL competence questionnaire, semi-structured interviews, and teaching practice observations, and were analyzed using descriptive statistics and thematic analysis. The results indicate that the use of the UDLearn platform improves students’ pedagogical competence in designing, implementing, and reflecting on more inclusive learning practices. These findings conclude that integrating UDL principles into technology-based microteaching can be an effective approach to strengthening prospective teachers’ pedagogical readiness. The implications suggest that a UDL-based microteaching platform can be integrated into PPG training as an innovative learning model to support inclusive education practices.]]>
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