Integrating the UDL Literacy Framework with the Moral of Knowledge: A Fuzzy Delphi Study

Abstract

Introduction: UDL emphasizes the need for inclusive educational practices that meet diverse learning needs, especially for students who may struggle with basic literacy skills. Students with poor literacy are often associated with moral problems. By integrating moral knowledge into the UDL framework, educators can foster not only literacy mastery in reading, writing, and comprehension but also moral development among students.

Objectives: This research aims to incorporate moral of knowledge elements into the UDL literacy framework.

Methods: This study uses a Fuzzy Delphi method. A total of 23 experts from various fields helped select the morality of knowledge items to be included in the UDL literacy framework.

Results: A total of 11 moral of knowledge elements were identified. Experts approved all the items, and they met the fuzzy criteria. The results showed that all elements in the model satisfied the fuzzy requirements: a threshold value less than 0.2, ranging from 0.052 to 0.160; expert agreement above 75%, ranging from 78% to 100%; and alpha cut value above 0.5, ranging from 0.874 to 0.945, with the “discussion” element ranking first. Therefore, all items were considered appropriate.

Conclusions: Integrating moral of knowledge elements within the UDL framework in literacy has shown positive results. This approach enhances instruction by emphasizing the development of ethical values alongside literacy skills. Incorporating moral values into this framework not only enriches the learning experience but also supports the deeper development of students’ character. These findings highlight the importance of a holistic approach that combines knowledge and values to create more inclusive and meaningful learning.