UDL as a theoretical approach to deconstructing bias and stereotypes in teacher education: experiences of using comics in universities

Stereotypes and biases, the result of socialization processes and cultural structures to which humans are exposed from birth, influence educational practice in an pervasive, though often unconscious, manner (Amodio, 2014). It is therefore imperative to cultivate a critical awareness of these processes to facilitate the creation of more equitable learning environments and inclusive educational relationships. The following paper, which is part of a broader research project, examines the impact of combining visual storytelling and critical reflection on teachers in training during some workshops of the course "Inclusive Pedagogy and Disability Studies" (RomaTre University), which aims to provide knowledge and tools for intersectional analysis of social hierarchies. The analysis employs a combination of visual storytelling techniques and critical reflection, a methodology that has been found to be effective in previous studies (Moretti & Scavarda, 2021). The incorporation of comics, which adhere to the principles of Universal Design for Learning (CAST, 2024; Guerini et al., 2025; Centrone et al., 2025), has been demonstrated to be a highly effective medium for acquiring critical analysis skills and fostering intersectional deconstruction of prejudices that underpin forms of discrimination within educational settings.