<![CDATA[Universal Design for Learning (UDL) is a pedagogical framework aimed at ensuring equitable access to learning; however, its application in nonformal public learning events, such as exhibitions in Indonesian higher education, remains limited. This study employed a descriptive qualitative design to evaluate the implementation of UDL principles in a photovoice exhibition involving students with disabilities, guided by the UDL Guidelines 3.0. Data were collected from 27 respondents, including participants with disabilities, visitors (students, lecturers, and disability communities), and were complemented by organizers’ observational notes. Data analysis involved coding participant feedback, mapping findings onto the three core UDL principles (engagement, representation, and action and expression), and identifying accessibility gaps. The findings indicate that while the exhibition fostered a warm atmosphere and incorporated visual–narrative multimodality, significant barriers persisted. In terms of engagement, challenges included overcrowded space, inadequate acoustics, and speaking pace misaligned with sign language interpretation. Regarding representation, accessibility was constrained by small text size, limited audio descriptions, and unclear panel sequencing. For action and expression, cross-disability interaction remained limited due to the placement of assistants outside the main room and mobility barriers. These results suggest that UDL implementation in exhibition settings remains partial, highlighting the need for more inclusive public event design through user-centered planning and comprehensive integration of UDL principles. This study implies that the implementation of Universal Design for Learning (UDL) in public exhibitions requires more systematic accessibility planning, including accessible communication, spatial design, and cross-disability participation support to ensure equitable learning experiences for individuals with diverse disabilities.]]>
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