This research addresses the limitations of traditional teaching methods in cultivating aesthetic perception among students in primary initial teacher education programs. Universal Design for Learning (UDL) was employed as the theoretical foundation for examining its relationship with students’ aesthetic development in art and design education. The research focused on how the three core principles of UDL—multiple means of representation, multiple means of action and expression, and multiple means of engagement—relate to students’ aesthetic perception during art and design learning. A mixed-methods approach combined questionnaire surveys and semi-structured interviews. Survey participants comprised 200 undergraduate students enrolled in Primary Initial Teacher Education (PITE) programs in Northwest China, and six students participated in interviews. Aesthetic perception was measured across perceptual sensitivity, emotional responsiveness, and creative understanding, alongside students’ perceptions of UDL implementation. Integrating quantitative statistical analysis with qualitative interpretation clarified the pathways through which inclusive instructional strategies may support aesthetic perception and informed recommendations for optimizing art and design curricula. The findings contribute theoretical and contextual insights for curriculum reform in teacher education while responding to educational equity, inclusion, and high-quality teacher preparation.
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