Inclusive Learning and Educational Equity 5

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8 A Strategic and Goal-Directed Student: Expectations vs. Reality

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© The Author(s) 2021
A. Galkien
ė, O. Monkevičienė (eds.), Improving Inclusive Education through 
Universal Design for Learning
, Inclusive Learning and Educational Equity 5, 
https://doi.org/10.1007/978-3-030-80658-3_9
Chapter 9
Implementing UDL: Development 
of Purposeful and Motivated Students
Egl
ė Stasiūnaitienė and Julita Navaitienė 
Abstract The assurance of purposeful and motivated learning activities in educa-
tional practice has been explored for many years. The essence of purposeful learn-
ing, which combines the goals of both teachers and learners, is to focus the 
participants of the pedagogical process on positive pedagogical interactions and 
mutual progress. The learner receives a package of knowledge, skills, behaviour and 
values important for socialisation from the teacher, whereas the teacher ensures 
confirmation of the quality of their own activity through pedagogical interactions. 
This chapter presents the results of a study aiming to answer two research questions: 
(1) What qualities and abilities of a purposeful and motivated expert learner are 
developed by applying the universal design for learning (UDL) approach? (2) How 
do educational factors facilitate the development of a purposeful and motivated 
expert learner by applying the UDL approach? In answering these questions, the 
processes occurring in the context of Lithuanian education were studied.