Dewart, RoisinRosales, Emily2025-07-132025-07-132024-12-199788413962573https://riunet.upv.es/handle/10251/221939[EN] A mandatory learning management system (LMS) module informing students studying English as a second language (ESL) about academic integrity and university guidelines was implemented at a program level and was a success for several years. However, following a shift to online learning using both synchronous and asynchronous formats, there was an increase of reported cases of academic infractions. The LMS module previously incorporated principles of Universal Design for Learning (UDL) to target the diverse needs of language learners. The current paper reports on an analysis of the module’s compliance to research recommendations related to UDL guidelines for improving student comprehension of academic integrity and the application of Web Content Accessibility Guidelines (WCAG) within the LMS module are explored. Furthermore, the introduction and ubiquitous as well as unregulated use of AI has added another concern, as the limited resources and insufficient guidelines about this type of academic infraction present a new challenge for both teachers and students. The presentation includes the impact of previous modifications and discusses potential outcomes in light of the current analysis. The results of the most recent modifications are forthcoming.9Reconocimiento - No comercial - Compartir igual (by-nc-sa)Academic integrityUniversal Design for Learning (UDL)Web Content Accessibility Guidelines (WCAG)Web accessibilityEnglish as a second language (ESL)Learning Management System (LMS)Artificial IntelligenceComunicación en congreso10.4995/EuroCALL2024.2024.19042Abierto