Problem based learning naturally lends itself to supporting diverse approaches to learning, students direct their own learning by engaging in the PBL process which encourages them to develop and apply the most appropriate skills to the problem trigger based on their interpretations. Studies have found that using PBL with mixed ability learners enhances both affective and cognitive learning for both cohorts however these have been mainly conducted in face to face contexts (Belland et al, 2006;Belland et al 2009) . Brodie, 2006 conducted a study in an online context with and found that the problem solving and communication skills of learners was significantly enhanced. This research illustrates the potential of PBL in both an online and face to face context to facilitate learner diversity. However these studies are not underpinned by inclusive pedagogical practices and are explore the capacity of current PBL model in a face to face or online context to satisfy the learning needs of diverse groups of learners.
Universal Design for Learning has widely gained traction over the past decade in designing learning inclusive learning environments that accommodate the needs of all learners. To date the integration of UDL with PBL has not been widely explored. This paper discusses the role of PBL in facilitating learner diversity and its alliances with UDL. It explores a case study of how the two pedagogies were combined to provide a universal, inclusive approach for problem based learning using the UDL principles.

Problem based learning for all: Integrating UDL and PBL to support diverse learner needs.

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)