Action Plan for Universal Design and Inclusive Learning Environment at UiA 2025–2028

Introduction

This is the University of Agder's action plan for universal design and inclusive learning environments for the period 2025-2028. This action plan is the fifth in a series at UiA and is intended to be a tool in the work on universal design and the further development of the digital, physical, organizational, pedagogical, and psychosocial learning environment.

The goals for universal design are central to the effort to make education at UiA more accessible and reduce the need for special solutions. Individual accommodations will be provided when necessary, and academic requirements are the same for all students.

UiA is the students' university with the goal of equal educational opportunities where everyone should be able to find their natural place and have a real opportunity to participate academically and socially regardless of disability. An inclusive learning environment encompasses all factors that affect students' learning conditions and is crucial for students' sense of belonging, health, safety, well-being, and learning outcomes. This is reflected in UiA's profile, strategy, and core values.

The requirement for an action plan for universal design at Norwegian universities and colleges is mentioned several times in the preparatory works for the Universities and Colleges Act, current Chapter 10. The chapter also addresses the obligation for individual accommodation and a sound learning environment that safeguards students' health, safety, and welfare. The duty to act and report on universal design is specified in the Equality and Anti-Discrimination Act, Chapter 3. This means that UiA must work actively, purposefully, and systematically with universal design.

Universities and colleges have an obligation for digital and physical universal design, and UiA should prioritize the further development of these areas. However, in a holistic, inclusive learning environment, there should also be clear goals for organizational, pedagogical, and psychosocial aspects.

Universal Design of Digital Learning Environment

Learning Environment Aspects

The digital learning environment is the intersection between learning processes, pedagogy, and technology. A universally designed digital learning environment means that ICT solutions and apps should be usable by all students.

Sub-goals

UiA will follow national regulations (WCAG requirements) for universal design for websites, learning platforms, project sites, digital exams, digital learning materials, collaboration systems, documents, videos, presentations, and apps.
Responsible: Communications Department, Faculties, Teacher Educations, IT Department, and Division of Academic Affairs.

Students with accommodation needs who request guidance in the use of digital learning materials and recommended AI tools in teaching should be offered support.
Responsible: Division of Academic Affairs, Faculties, and Teacher Educations.

Teachers should have access to relevant support services in digital universal design in teaching and in the use of digital learning materials in classrooms.
Responsible: Division of Academic Affairs and IT Department.

Universal Design of Physical Learning Environment

Learning Environment Aspects

The physical learning environment refers to the physical surroundings where learning takes place and how they are designed and maintained. A universally designed physical learning environment means that buildings and learning areas provide all students the opportunity to participate regardless of functional level.

Sub-goals

Marking of stairs and doors should be correctly marked tactilely and visually according to regulations, and objects that can cause collisions should be clearly marked. Automatic door openers should be checked regularly and placed at the correct height.
Responsible: Finance and Campus Management and Division of Academic Affairs.

Microphones and associated sound systems should be available and used in classrooms with more than 20 seats. Portable voice amplification systems should be made available in smaller classrooms, group rooms, and meeting rooms.
Responsible: IT Department, Finance and Campus Management, and Division of Academic Affairs.

A comprehensive plan for intuitive orientation and directional signs for both campuses should be developed, which is seen in conjunction with the digital navigation solution.
Responsible: Finance and Campus Management and Division of Academic Affairs.

Universal Design of Organizational Learning Environment

Learning Environment Aspects

The organizational learning environment deals with the organization and structuring of studies, systems for feedback, participation, and information. A universally designed organizational learning environment ensures that everyone has access to all information and resources.

Sub-goals

A culture should be created where universal design and inclusive learning environments mean quality, ensuring the right direction for UiA's follow-up and collaboration with students.
Responsible: Division of Academic Affairs, faculties, and Department of Teachers Education. The possibility for accommodation of the learning environment, teaching, learning materials, and exams should be clearly communicated and easily visible in UiA's communication channels. Booking solutions for services and consultations must meet the requirements for universal design.
Responsible: Communication Department, Division of Academic Affairs, and IT Department.

Resources should be allocated to a collaboration forum for universal design and inclusive learning environments to ensure structured development and a common understanding. Relevant external collaborators should be involved as needed.
Responsible: Division of Academic Affairs, faculties, and Department of Teachers Education.

Universal Design of Pedagogical Learning Environment

Learning Environment Aspects

The pedagogical learning environment is the form, content, and framework for the pedagogical activity that affects students' learning. A universally designed pedagogical learning environment involves inclusive teaching that reduces the need for individual accommodation.

Sub-goals

Knowledge of inclusive and universally designed teaching should be strengthened through cooperation across scientific and administrative staff and students.
Responsible: Faculties, Teacher Educations, and Division of Academic Affairs.

There should be a variety of teaching methods, learning activities, learning materials, and assessment methods to cater to different needs and strengths of students as far as academically and economically feasible.
Responsible: Faculties, Teacher Educations, and Division of Academic Affairs.

Student mobility is an important part of education and should be offered to all students regardless of functional ability. Students who report accommodation needs should be made aware of possible accommodations, support schemes, and inclusive exchange models.
Responsible: Faculties, Teacher Educations, and Division of Academic Affairs.

Universal Design of Psychosocial Learning Environment

Learning Environment Aspects

The psychosocial learning environment is understood as interpersonal relationships and how students experience being a student. A universally designed psychosocial learning environment considers the diversity of students and is academically and socially inclusive.

Sub-goals

UiA should further develop universally designed meeting places for interaction and social opportunities for all to maintain a good psychosocial learning environment.
Responsible: Finance and Campus Management, Faculties, Teacher Educations, and Division of Academic Affairs.

UiA will actively collaborate with SiA Welfare, SiA Health, and the Student Chaplain to include all students in matters of student welfare, health, and well-being. The Learning Environment Committee will be better highlighted as an advisor and key contributor to a good learning environment.
Responsible: Division of Academic Affairs.

UiA should follow up on the results from relevant student surveys, counteract any negative trends, and reinforce positive trends by proposing the implementation of measures.
Responsible: Division of Academic Affairs, Faculties, and Teacher Educations.

Contact

Margret Kristin Dyrholm

Senior Adviser

Email

margret.k.dyrholm@uia.no

Phone

+47 38 14 23 23