The Universal Design for Learning (UDL) framework is increasingly drawing the attention of researchers and educators as an effective solution for filling the gap between learner ability and individual differences. This study aims to analyse the content of twelve papers, where the UDL was adopted. The articles were chosen from several databases and journals based on four criteria: 1) peer-reviewed papers, 2) provision of empirical results, 3) focused on UDL as a framework, and 4) published from 2012 to 2015. Then, these studies were analysed according to seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning modes. Most of the selected studies applied the UDL in a traditional or a blended learning mode, whereas only two studies evaluated its effectiveness in online learning environments. It is noteworthy that the majority of the experiments were carried out in the USA. Additionally, positive results of UDL implementation were yielded in eleven papers. These outcomes suggest that UDL is an efficient approach for designing flexible learning environments and accessible content. Such designs can match a wide mix of learner needs, abilities, background knowledge, educational experience, and cultural differences. However, further research is required in order to confirm the positive impacts of UDL in different educational settings and cultural backgrounds.