Abstract
<jats:p>This article analyzes university faculty members' readiness to implement universal design for learning principles in the educational process: multiple ways to engage and motivate students, multiple means of delivering information and learning content, and multiple modes of action and self-expression of students' knowledge and skills. A theoretical analysis substantiated conceptual approaches and barriers to implementing these principles. The authors concluded that the implementation of universal design for learning principles should be accompanied by methodological support for faculty members. This conclusion is supported by the results of an empirical study conducted at Tyumen State University using a survey method and proprietary tools. A total of 327 faculty members from all educational departments of the university participated in the survey. The data obtained revealed that only 13.5% of faculty members were familiar with the universal design for learning strategy. According to the survey results, the professional competence in inclusive education of the majority of faculty members requires improvement. The article presents a description of the university's professional development program, "Universal Design in Inclusive Higher Education." The program's substantive content and methodological approaches to implementation are demonstrated. The training outcomes of 137 employees from 17 universities in five regions of Russia are analyzed. The authors note that the program has proven its effectiveness and relevance among the faculty and teaching community. The authors note that the full implementation of universal design for learning requires systematic and comprehensive work to provide methodological support to faculty. As a research perspective, the authors note the need to study the long-term impact of the professional development program on teaching practices and assess the dynamics of changes in the inclusive culture of universities after the implementation of similar programs.</jats:p>