<![CDATA[The number of students with diverse characteristics in primary education is increasing, Its challenging teachers to design learning experiences that accommodate the diverse needs of students. Universal Design for Learning (UDL) is a flexible learning framework accessible to all students, aiming to reduce learning barriers by providing multiple means of engagement, representation, and action/expression. This study adopts the Job Demand-Resource (JDR) framework, specifically the motivational process, assuming that teacher self-efficacy as the personal resource influences UDL practices through the mediation of teacher engagement. This correlational quantitative study involved 318 inclusive primary school teachers across Indonesia who completed a self-report questionnaire. Hayes regression analysis revealed that teacher engagement partially mediates the relationship between teacher self-efficacy and UDL practices. Additionally, knowledge of UDL, inclusive training and teacher domicile significantly influence the implementation of UDL practices in classrooms.]]>
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