Validating Universal Design for Learning Survey with Latvian Preschool Teachers: A Pilot Study

This study examines the psychometric properties of a Universal Design for Learning (UDL) implementation scale for Latvian preschool teachers. Using a pilot sample (N=59), we assessed reliability through Cronbach’s alpha, examined item relationships via correlation matrices, and explored the underlying factor structure using exploratory factor analysis. Results demonstrated strong internal consistency (α=0.658-0.875) but revealed cross-loadings in factor analysis, particularly for Action & Expression items. Network analysis confirmed interconnections between UDL principles, while eigenvalues supported a three-factor solution with weaker differentiation than theoretically expected. Findings suggest the instrument reliably measures assessment of strategies embodied in the UDL principles despite structural validity concerns stemming from sample limitations, linguistic translation effects, and theoretical constraints of UDL 3.0 guidelines. The study highlights the need for validation with larger multinational samples while providing preliminary evidence to use developed tool for assessing UDL adoption in educational contexts.