IMPLEMENTING “UNIVERSAL DESIGN FOR LEARNING” IN TRANSLATION CLASSES

Abstract

The article is dedicated to the study of the implementation of the Universal Design for Learning (UDL) concept in the process of teaching translation for undergraduate students. The relevance of applying UDL in the context of war, digitalization, and globalization is justified, and the advantages of an inclusive and flexible learning environment are revealed. The research methods are described, including the analysis and synthesis of scientific sources, taxonomy, induction, deduction, and descriptive methods. The three main guiding principles of UDL are thoroughly analyzed: engagement, representation, action, and expression. Special attention is given to the history of the methodology, its neuro-scientific foundations, and structural organization. The practical part provides specific examples of integrating UDL principles into translation lessons, focusing on enhancing motivation, developing independence, creativity, and student collaboration. The types of activities where students could demonstrate active engagement and a high level of motivation in translation classes have been outlined. This includes: sight translation; interpreting speeches from the Speech Repository (which activates kinesthetic and auditory learning styles); liaison translation of dialogues; and conducting written translation following the strategic approach of the '5-step translation process'. The findings indicate that students’ motivation increases when they are provided with choices within the learning process, a structured approach to written translation, and opportunities for reflective engagement. The article proves the effectiveness of UDL as a tool for creating an accessible and successful educational process.