Originating from neurocognitive science, the concept of "universal design for learning" (UDL) has gradually gained traction in the field of education. Recognizing the unique nature of each student, instead of imposing a one-size-fits-all solution for the entire class, we should offer a variety of learning experiences tailored to individual needs, thereby maximizing the potential for progress (Istrate, 2018).

The purpose of the universal design is to design a learning activity in order to:

• provide multiple ways of representing the content, mainly referring to the multiplication of the formats in which information is accessible (visual, auditory, kinesthetic), but also to the degree of difficulty, logical succession or complexity, giving the student the opportunity to choose the way of presentation or the route that suits it more to decode the message;
• provide multiple modes of action and expression: various types of student interaction with the content of learning and alternative possibilities to demonstrate that he/ she has learned;
• provide multiple ways of participation, in order to motivate, support their interest and engage as many students as possible – through interactivity, relevance of proposed scenarios, real life connections, gamification, dynamism.

The universal design approach encourages educators to thoughtfully consider learning activities that genuinely support students in a particular class to engage with and master the instructional content being presented:

• always prepare a visual support (cardboard, cards or digital media) for the presentations we do;
• integrate, as much as possible, short relevant videos, digital quizzes, interactive lesson sequences, collaborative exercises etc. – both in what we call 'teaching activity' and in learning and assessment activities;
• vary the teaching strategy and change the approach we use the most often, by conducting more lessons on the inductive strategy, in the lab or in the real-world settings, dividing students into various types of groups etc.
• assess the student not only in "conventional" situations and at the end – by accounting the way he/she works, by appraising various products of the activities (whether digital/ online), changing the format of the test, taking into account the assessments of his colleagues or the significance of his contribution in a working group etc.
• always keep in mind students' motivation and engagement – if we manage to make them participate voluntarily, we have designed and developed a good educational activity.

Computer-assisted learning aligns well with universal design principles, as this concept has been largely influenced and driven by the educational possibilities offered by emerging technologies. We've moved past the era of limited teaching resources and rigid curricula. Today, educators have access to a wide array of complementary tools, including online applications, educational software, digital resources across various disciplines, and virtual learning platforms. These can be readily incorporated into the classroom, allowing teachers to provide students with options that best suit their individual levels, abilities, and aspirations. This approach enables a more personalized and inclusive learning experience, in line with the core tenets of universal design in education.