BIBLIOMETRIC ANALYSIS OF UNIVERSAL DESIGN FOR LEARNING IN LANGUAGE EDUCATION

Abstract

The study of foreign languages has acquired new significance in today’s increasingly globalized world, as learning a language serves various purposes and motivations, and it becomes more challenging because every student is unique and has their learning style and needs. The Universal Design for Learning (UDL) is an inclusive framework that effectively addresses diversity through differentiation and inclusive educational practices. While there are studies on the implementation of UDL in language education in the Western context, there are currently no studies in the Kazakhstani context. Furthermore, there is a notable gap in bibliometric analyses, specifically in the combination of UDL with language education. This study conducted a bibliometric analysis of UDL in foreign language education using 4,055 research articles from 2015 to 2025 in the WOS (Web of Science) Core Collection – SSCI database. The findings defined the core directions in foreign language education; the key research “hub” is the USA and China and also highlighted an increasing trend in recent years of new research in UDL within the field of language education. The value of this article lies in the development of bibliometric maps that provide an overview of the current state of research in language education by identifying leading authors, countries, organizations, and major research themes. Furthermore, the study identifies existing research gaps and serves as a roadmap for future research. The key topics revealed in this research have practical significance for the development of professional training programs for teachers, support the creation of syllabuses and educational programs grounded in UDL principles, and inform foreign language educational policy.