Embark on the adventure! Advancing inclusive secondary education through narrative game learning for students with intellectual disabilities.

This study examines the use of Universal Design for Learning (UDL) and Game-Based Learning (GBL) to enhance the inclusion of secondary school students with intellectual disabilities in regular classrooms. Conducted in a Spanish secondary school, the qualitative research involved 31 students—including five with intellectual disabilities—and focused on a collaborative narrative game adapted to support diverse learning needs. Findings indicate that UDL and GBL methodologies improve accessibility, motivation, narrative skills, creativity, and social interaction among students, while also highlighting challenges related to curriculum integration and teacher coordination. The study suggests that these approaches hold significant promise for fostering inclusive education but require sustained collaboration and systematic curricular alignment for broader implementation.