Abstract
Abstract This study examined in-service mathematics teachers’ awareness, implementation, and support needs regarding Universal Design for Learning (UDL) in secondary schools in Enugu State, Nigeria. A convergent mixed-methods design combined survey and interview data to provide complementary quantitative and qualitative evidence. Data were collected from 105 in-service mathematics teachers through questionnaires and complemented by semi-structured interviews with five teachers. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed using reflexive thematic analysis. The findings revealed low levels of formal awareness of UDL among participants (grand mean = 1.99). Nevertheless, teachers reported moderate use of instructional practices aligned with UDL principles (grand mean = 3.14), despite lacking explicit knowledge of the framework. Major implementation barriers included inadequate professional development, large class sizes, limited instructional resources, and insufficient institutional support. Teachers nevertheless expressed strong willingness to adopt UDL when supported through professional development, appropriate resources, and institutional commitment. The study contributes to the UDL literature by demonstrating that teachers may unknowingly employ UDL-aligned instructional practices despite limited formal awareness of the framework, conceptualised as implicit UDL practice. The findings emphasise the importance of equipping teachers with the knowledge, skills, and resources required for effective inclusive mathematics education.