Constructing inclusive student-centred learning sessions (ISCLS) in physiology: A perspective on using universal design for learning and artificial intelligence in the Indian context

Abstract

Physiology classrooms are perceived as places where complexity meets curiosity. For many students, the subject is both intellectually exciting and intimidating. In recent years, this tension has become more visible as Indian health professions education moves toward competency-based curricula, with increasingly diverse student cohorts, and widespread use of digital technologies, including artificial intelligence (AI). This perspective paper reflects on a pre-conference workshop at PHYSICON-2025 that explored how universal design for learning (UDL) and AI-enabled tools can be thoughtfully integrated to construct inclusive student-centred learning sessions (ISCLS) in physiology. Rather than presenting a prescriptive model, we attempted to offer a reflective account grounded in cognitive neuroscience, educational psychology, and classroom experiences. We argued that UDL can provide a principled, equity-oriented foundation for addressing learner variability, while AI can serve as a practical means for personalization, accessibility, and formative feedback, while retaining the importance of human educators. The paper situates these ideas within the lived realities of Indian medical and allied health sciences education and outlines future directions for educators seeking to nurture purposeful, motivated, resourceful, and strategic learners.