Higher education classrooms are more diverse than ever before, as the data from the National Center for Education Statistics (NCES) demonstrates. Students bring a wide range of cultural backgrounds, learning preferences, language proficiencies, and prior experiences into their learning environments, creating a more well-rounded experience for the entire student body.
As institutions navigate how to foster greater equity and drive student success, active learning has emerged as a key strategy that improves engagement and outcomes. Countless studies demonstrate the effectiveness of these tools in improving student performance compared to traditional lecture methods.
But effectiveness alone is not enough. Without intentional design, active learning strategies can unintentionally exclude students, especially those who face barriers related to language, accessibility, or even confidence.
If equitable learning is a priority for institutions, then accessibility must be a pillar informing how active learning is designed and implemented.
Why accessibility is central to active learning
Active learning is built on fostering participation, but participation is not equally accessible to all students. That can be taken for granted.
Some students face structural or situational barriers that make engagement more difficult. Take, for example, students who are non-native English speakers. They may struggle to process and answer questions quickly in discussion-heavy environments. Cultural norms may also influence how comfortable students feel speaking up in their class or challenging ideas publicly, which could lead to a student appearing less engaged.
Or consider students with learning differences, such as ADHD, dyslexia, or processing disorders. Some students may find certain activities overwhelming without appropriate scaffolding. In the same way, students with disabilities might encounter physical or digital barriers if lessons are not designed with accessibility in mind.
Access to technology also influences outcomes. While digital tools can enhance engagement, they can also create inequities when students lack the same resources as their peers (think equipment, internet connection, etc.).
Organizations like CAST, who are committed to “[elevating] strengths and [eliminating] barriers,” have given guidance like the Universal Design for Learning to help empower students in any learning environment. By giving students multiple means of engagement, representation, action, and expression, learners have agency to demonstrate their in-depth understanding of course content, rather than being confined to just one means of measurement.
In this context, accessibility is mandatory for meaningful participation.
How one-size-fits-all learning limits learners
A one-size-fits-all approach can actively reinforce inequities.
Traditional instructional models often rely on an assumption that a learner retains information through one specific method. In reality, students vary widely in how they learn best.
Lectures rely heavily on passive listening and assume that all students can absorb and process information at the same pace. However, this format can disadvantage students who need more time, visual support, or opportunities to interact with the material.
Similarly, relying on a single type of assessment (like a high-stakes exam) inhibits students’ ability to truly demonstrate their understanding. While this study from the American Psychological Association was conducted with an elementary school sample, the results still resonate: students learn just as well with free response as they do multiple choice assessment. Some learners may also excel in written analysis, while others demonstrate mastery more effectively through projects, presentations, or applied work.
Fixed pacing presents another challenge. Courses that move at a uniform speed can leave some students behind while failing to challenge others. This can reduce both confidence and motivation.
The principles of accessible active learning
Designing inclusive active learning experiences requires a mindset shift. Instead of asking how students can adapt to instruction, our focus shifts to how instruction can adapt to students.
Now that we understand the issue, we can introduce practical methods of solving it. To do so, we rely on the framework of Universal Design for Learning (UDL), developed by CAST, as a foundation.
UDL is built on three core principles.
1. Multiple means of engagement
Student motivations differ widely. Providing options, such as a choice in topics, collaborative vs. independent work, or real-world applications, helps sustain engagement across diverse learners.
2. Multiple means of representation
Information should be presented in different formats to support varied learning needs. This might include combining text with visuals, audio explanations, or interactive simulations.
3. Multiple means of expression
Give students different ways to demonstrate their learning. Instead of relying solely on written exams, instructors can offer options like presentations, multimedia projects, or applied assignments.
Not all needs are visible; by applying these strategies, students with identified needs benefit, as well as the entire class.
Designing differentiated learning opportunities
Accessible active learning comes to life through thoughtful design choices that create flexibility without sacrificing rigor.
Interactive practice with feedback
Low-stakes, interactive activities, like quizzes or problem-solving exercises, allow students to engage with material at their own pace. Immediate feedback helps reinforce understanding and correct misconceptions early.
Choice-based assignments
Offering students to choose how they complete assignments increases both engagement and accessibility. For example, you can give students the option of writing an essay, creating a video, or designing a presentation to demonstrate mastery.
Multimodal resources
Providing content in multiple formats — such as transcripts for videos, visual summaries of readings, or audio versions of key materials — ensures that more students can access and process information in a way that works for their needs and learning style.
Adaptive pathways
Some learning environments allow for personalized progression, where students can revisit foundational concepts or move ahead as they demonstrate readiness. However, this doesn’t have to be exclusive to online and distance learners. This approach respects individual learning speeds while maintaining clear outcomes, and can be incorporated into in-person teaching environments as well.
The goal is not to individualize everything, but to design systems that naturally accommodate variation.
Technology as an accessibility enabler
When used thoughtfully, technology can play a powerful role in making active learning more accessible.
Tools that generate practice questions can provide additional opportunities for students to engage with material outside of class. Personalized feedback systems can guide students toward improvement without requiring constant instructor intervention.
We’d be remiss if we didn’t mention artificial intelligence. AI is increasingly being used to support scaffolding by breaking complex tasks into manageable steps, offering hints, or adapting content based on student performance. These tools don’t take the instructor out of the equation — they should still show up to office hours and remain available if students need help — but they do provide more real-time guidance that helps students build confidence and independence over time.
Accessible content formats are also critical. Features like captions, screen reader compatibility, and mobile-friendly design ensure that more students can engage with course materials.
WeVideo makes it possible to implement all three of those features with one platform, with the added capability of adding interactive elements embedded right into the video. That allows educators to create the ability for students to choose how they digest the information and show their understanding of it.
Anchoring active learning in accessibility
Accessible active learning is not about accommodating a small subset of students. Accessible active learning creates learning environments that work for everyone.
When instructors build flexibility into how students engage with content, access information, and demonstrate understanding, they create conditions where more students can flourish. That impact is massive when what began as a strategy for inclusion becomes a driver of overall learning quality.
As higher education continues to evolve, the institutions that lead will be those that recognize accessibility as a core component of teaching, rather than an afterthought.