<![CDATA[Twenty-first-century education faces a major challenge in the mismatch between the need to develop students’ future-ready skills and learning practices that remain largely standardized, inflexible, and insufficiently responsive to diverse learning needs. This condition calls for a pedagogical framework capable of bridging inclusive education with the development of 21st-century competencies. This study aims to analyze Universal Design for Learning (UDL) as a strategic framework for preparing students to meet the demands of future education. The research employed a descriptive qualitative approach through document analysis of various primary and secondary sources, including UDL guidelines, global education policies, and relevant scholarly articles, which were examined using qualitative content analysis. The findings indicate that the core principles of UDL—multiple means of engagement, representation, and action and expression—are strongly associated with the development of critical thinking, creativity, collaboration, communication, and adaptability skills. UDL has proven not only to support accessibility and inclusion but also to serve as a foundation for adaptive and future-oriented learning transformation. A significant finding of this study is that UDL should be reconceptualized from merely an inclusive pedagogical model into a strategic paradigm for future education, aimed at building learning systems that are equitable, flexible, and sustainable.]]>
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