近年來就讀高等教育的特殊需求學生漸增，本文探討高等教育教師對於全方位設計學習相關概念、態度、實踐與影響因素。藉由採用「全方位」與「高等教育」等相關關鍵詞，於中英文線上資料庫搜尋到 9 篇相關研究。經由文獻分析發現，大部分教師對於實施全方位設計學習持正向的態度，但程度不高；在實踐上，則處於關注層面且實踐程度低，而接受相關專業訓練是影響實踐的因素。文末針對未來在大學中建立全方位設計學習環境提出初步的建議。

The number of students with disabilities in higher education has progressively increased in a decade. Therefore, a flexible learning environment should be designed for all students, including those students with special needs, who could then gain equal access to education. By reviewing 9 peer-reviewed studies to investigate the perspective of faculty in universities, this paper explored the attitudes, levels of use, and important factors about the implications of universal design (UD) -based curriculum, e.g. universal design for learning (UDL), universal design for instruction (UDI), and universal instructional design (UID). The results of literature analysis showed that faculty’s attitudes were positive toward UDL, but not to a high degree. Additionally, the level of use of UDL was low. However, receiving UD-related training was the most important factor affecting the implementation of UD-based curriculum. Finally, some suggestions were proposed for constructing an UD-based environment in the future.