Abstract

Biology is a core subject within secondary STEM education. It is perceived as one of the more difficult science subjects to learn. Traditional one-size-fits-all teaching method offers little support in a diverse classroom. This leaves some students behind while others remain under-challenged. To address this, the present study conducted a needs analysis and design process to develop a Universal Design for Learning Module (UDL-M) for secondary biology education. In the needs analysis phase, to assess the necessity of developing the module, interviews were conducted with four subject matter experts (SMEs). Key barriers identified in teaching and learning biology were abstract content, rigid instruction, and limited differentiation. The findings from the needs analysis were then mapped onto the UDL-M in the design phase. As a result, the UDL-M was designed on a Learning Management System (LMS). Focus group discussions and iterative reviews lead to the incorporation of design features such as multimodal content, flexible learning pathways, and technology-based supports to ensure inclusivity and differentiation. These were organized around the three Universal Design for Learning (UDL) principles: multiple means of engagement, representation, and expression. This study demonstrates how systematic needs analysis and expert-guided design can inform the making of an inclusive digital module. The UDL-M has the potential to provide a practical response to the limitations of conventional teaching in secondary biology education.