Sensemaking and educational design: teaching methodologies for inclusive and motivating learning

The contribution proposes a theoretical-methodological reflection on the relationship between Universal Design for Learning, sensemaking and motivation, highlighting how student involvement is connected to the ability to attribute meaning to the educational path. Strategies that promote dialogue, critical thinking and authentic listening to student requests (Student Voice) are valued, deepening the debate and reflective narration as inclusive practices and tools for active participation.