Abstract:

Although Artificial Intelligence (AI), flipped learning practices and the Universal Design for Learning (UDL) framework are widely discussed in higher education research, they are often addressed as separate or only partially connected dimensions. Empirical evidence analysing their integrated adoption within concrete academic settings, particularly from the students’ perspective, remains limited. This study addresses this gap by exploring how university students perceive the combined use of AI-based tools, flipped learning practices and inclusive design principles.

The research was conducted in European higher education contexts, primarily within Italian universities, including both traditional and online institutions. Participants were undergraduate, postgraduate and doctoral students from different disciplinary areas. Data were collected through an exploratory mixed-method questionnaire, currently administered to an expanding sample of students. The instrument combines Likert-scale items and open-ended questions investigating experiences with flipped learning activities, perceptions of AI use in academic work and awareness of accessibility and inclusion principles.

Flipped learning practices were implemented at course level through pre-class digital materials (video lectures, readings and guided tasks), in-class collaborative activities and formative feedback. Students reported using AI-based tools—mainly generative AI systems—for tasks such as content clarification, language support, summarisation and study organisation. Data were analysed using descriptive statistics and qualitative content analysis.

Preliminary findings indicate that students value flipped practices for enhancing engagement and interaction when instructional design is clear and materials are accessible. AI tools are perceived as useful for personalisation and learning support, while also raising ethical concerns related to transparency and responsible use. Although explicit familiarity with UDL is limited, students strongly emphasise flexibility, accessibility and differentiated learning pathways.

The study highlights the need for integrated pedagogical models aligning instructional design, digital technologies and inclusion principles to support sustainable and ethically grounded innovation in higher education.

Keywords:

Student Engagement, Learning Accessibility, Pedagogical Innovation, Digital Ethics, Adaptive Learning Systems.