An Integrated Framework for Interactive and Inclusive Online Learning Using Universal Design: Implementing Microcurricula-as-a-Service for Data Literacy at Scale

Online asynchronous learning offers flexibility but often struggles to sustain engagement and interactivity across diverse learner populations. This study introduces an integrated design framework that systematically aligns pedagogical principles (Universal Design for Learning, active learning, constructive alignment), technology integration models (TPACK, PICRAT), and a microcurricula-as-a-service architecture to enable interactive and inclusive learning at scale. A three-year longitudinal case study examined a Data Literacy and Analytics module reaching over 5,220 students across more than 15 programs and five faculties. The module design constructively aligned outcomes, content, assessment, and technology to support multiple learning pathways, co-created formative assessments, and transdisciplinary collaboration, deliberately fostering Interactive and Transformative uses of technology. Mixed-methods evaluation—combining learning analytics, surveys (n = 1,743), and qualitative feedback—showed sustained positive outcomes, including 95–99% completion rates, consistently high satisfaction, and longitudinal gains in engagement. The findings demonstrate how the deliberate integration of pedagogical theory, technological frameworks, and modular architecture can deliver scalable, inclusive, and high-engagement online education, offering a transferable model for educators and robust longitudinal evidence for researchers.