Universities play a fundamental role in shaping the citizens and professionals of the future and, as such, bear the responsibility of ensuring accessible and inclusive education. This responsibility goes beyond merely providing support services for students with special educational needs; it requires a comprehensive reorganization of teaching practices to ensure that academic curricula effectively and flexibly respond to the diverse needs of students. The Universal Design for Learning (UDL) framework emerges as an essential model to overcome barriers that limit access to higher education and to guarantee equal opportunities for academic success for all students. However, UDL adoption in higher education remains limited, hindered by elitist dynamics and rigid teaching structures that have historically shaped universities as exclusive environments catering to a homogeneous and privileged audience.

Building on this framework, this study presents preliminary data collected by the University of Salento as part of the Scientific Project of National Importance D.A.N.T.E.-U. project, aimed at identifying and mapping the needs of students enrolled in the last two years of the Master's Degree Program in Primary Teacher Education. The project ensures that specific attention is given to non-traditional students (NTS), i.e. with diverse academic backgrounds and life circumstances, including commuters, working students, parents, and caregivers.

International literature highlights how, in recent decades, student demographics have changed significantly, reflecting profound social and cultural shifts. Academic environments have seen a growing presence of NTS, defined as individuals who, due to specific life conditions, disadvantages, or vulnerabilities, may have an inequitable and challenging academic course. The profiles of non-traditional students include individuals over the age of 25; those balancing multiple roles beyond being a student (workers, caregivers, parents, etc.); commuters or students living away from home; individuals with gaps between earning a previous degree and enrolling in higher education; students facing linguistic, cultural, or social disadvantages; individuals with disabilities or special educational needs; students who had a previous university degree or are simultaneously enrolled in two academic programs.

The study is based on an anonymous questionnaire divided into two sections: the first explores students' socio-demographic characteristics, while the second examines if they benefit from university teaching practices aligned with UDL principles. The data collected from a sample of 171 students reveal that a significant portion falls into the non-traditional student category, facing challenges that impact their academic experience and ability to manage their study workload effectively.

The analysis of students’ perceptions suggests that university teaching remains predominantly transmissive, with extensive reliance on traditional lectures and limited flexibility in curriculum design. The results indicate a lack of inclusive strategies, highlighting the urgent need to rethink university teaching through an inclusive and personalized approach. Using UDL as a guiding framework for higher education could foster a more equitable, accessible, and participatory learning environment, ensuring that academic success is not determined by students' background but by the quality and adaptability of educational opportunities.

Keywords: Non-traditional students, University context, Higher Education, Universal Design for Learning, research.