Higher education is undergoing a significant transformation, marked by increasing diversity among the student population, including a growing number of non-traditional students (NTS). In this context, the adoption of Universal Design for Learning (UDL) emerges as a key opportunity for designing accessible and inclusive learning environments. The UDL framework, based on the principles of engagement, representation, and action/expression (CAST, 2011), offers a flexible and adaptable approach to overcoming educational barriers, enhancing equity, and fostering academic success for all students (Meyer et al., 2014). However, research highlights that the implementation of UDL in higher education remains fragmented, primarily due to the lack of specialized faculty training (Becker & Palladino, 2016; Gawronski et al., 2016). Studies indicate that faculty members often feel unprepared to address student diversity, not only due to a lack of resources but also because of the absence of structured professional development pathways that provide concrete tools for integrating inclusive teaching strategies (Tobin & Behling, 2018).

In response to these challenges, this paper presents the objectives, design phases, and development of an online platform for university faculty training based on the UDL model. This initiative represents one of the key outcomes of the national research project PRIN 2022 D.A.N.T.E.-U. (Design Accessibility Network to Enjoy University), which aims to innovate university teaching by incorporating accessibility and inclusion principles.

One of the project's primary goals is the creation of a digital faculty development platform, designed to adapt the UDL 3.0 Guidelines by CAST to the higher education context. The platform is intended to support faculty members in designing and implementing accessible and inclusive teaching practices, providing theoretical and practical tools to enhance the learning experience of all students, with particular attention to the needs of non-traditional students.

Structured as a web-based e-learning environment, the platform offers an innovative training ecosystem, integrating digital content, audiovisual resources, videos, podcasts, and interactive modules. In addition to facilitating in-service faculty training, it serves as a repository of UDL-based teaching models and content, fostering the sharing of best practices and promoting a collaborative approach to instructional design.

The platform is not limited to providing theoretical materials but is designed as a dynamic and participatory space where faculty members can engage with the UDL paradigm and directly experiment with flexible and adaptable teaching strategies, based on the three core principles and guidelines of the UDL framework (CAST, 2024). While respecting university teaching autonomy, the adoption of UDL-based instructional design will contribute to building a repository of accessible methodologies, providing faculty with tools to rethink teaching in a more inclusive way.

Additionally, the platform represents a strategic opportunity for in-service training of newly appointed faculty, fostering a more informed teaching approach that responds to the increasing diversification of the student population. Given the existing training gap in UDL implementation in higher education, the D.A.N.T.E.-U. platform aims to bridge this gap, providing faculty members with practical tools to develop more equitable and accessible teaching practices.

Keywords: Technologies, University context, Higher Education, Universal Design for Learning.