Empowerment of University Education Through Internet Laboratories

Introduction: Access, Equity, and Capacity D.E. Neubauer & Y.Tanaka Access, Equity, Capacity: Initiating Some Distinctions D.E.Neubauer & J.N.Hawkins Variations on Equity and Access in Higher Education in Asia J.N.Hawkins Defining and Measuring Capacity in Asia Pacific Higher Education D.E.Neubauer A New World Order? The Emergence of 'Structured Opportunity Markets' in Higher Education J.A.Douglass Equity and Access in a Constantly Expanding Indonesian Higher Education System I.Abdulla Quality as Key in Vietnam's Passage to Educational Integration B.Phuong Lan The Dilemma of Higher Education Policy Choices in Japan Y.Tanaka Aligning Capacity with Needs in the Process of Massification of Higher Education in China: Northeast Normal University as a Case Y.Zhong Access, Equity and Capacity: Concepts and Practices vs. National Development and Demographic Shifts of Malaysian Higher Education A.Bin Hussein, Z.Mohd Fahmi, & B.Vassu Social Justice, Equal Access, and Stratification of Higher Education in Taiwan Y.Shen-Keng & C.Sheng-Yao Access, Equity, Capacity in Asia Pacific Higher Education: Managing the Trade-Offs in the Philippines E.de Jesus The Effect of Cross-Border Provision on Higher Education Access, Equity and Capacity in the Asia-Pacific Region C.Ziguras Tensions between Autonomy and Accountability: Access, Equity, and Capacity in Korean Higher Education M.Yeom Two Decades of Rapid Higher Education Change: Losses and Gains in Equity, Capacity, and Access in Asia Pacific Higher Education Y.Tanaka & D.E.Neubauer

Ensuring equity and access in higher education has become a paramount concern for institutions, policymakers, and stakeholders worldwide. This review delves into the legal frameworks and management strategies essential for promoting equity and access within higher education systems. Firstly, legal perspectives provide a foundation for understanding the rights and responsibilities of both institutions and students. Various laws and regulations, including affirmative action policies, anti-discrimination statutes, and accessibility mandates, shape the legal landscape of higher education equity. Analyzing landmark court cases and legislative acts elucidates the evolving nature of these legal frameworks and their implications for fostering inclusive environments. Secondly, effective management strategies play a pivotal role in translating legal mandates into actionable initiatives. Institutional leaders must prioritize diversity, equity, and inclusion (DEI) efforts across all facets of academic and administrative operations. Implementing proactive recruitment and retention practices, establishing support services for underrepresented groups, and fostering a culture of inclusivity are among the key strategies employed to enhance accessibility and promote equity. Moreover, leveraging technology and data analytics can facilitate evidence-based decision-making and resource allocation, thereby addressing disparities in educational outcomes. Collaborative partnerships with community organizations, government agencies, and industry stakeholders also amplify the impact of equity initiatives and expand access to higher education opportunities. Navigating the complex intersection of legal requirements and management imperatives is essential for advancing equity and access in higher education. By embracing a holistic approach that combines legal compliance with strategic planning and proactive interventions, institutions can foster environments where all individuals have equitable opportunities to succeed and thrive academically.

The article is devoted to an attempt to comprehend the prerequisites of the initial stage of modernization of higher education in China, the leading of which is the historical and cultural foundations of this process. The analysis of the features of the modernization of the Chinese higher education system is carried out on the basis of Chinese sources representing the characteristics of the modernization of higher education in the period before the Xinhai Revolution. The subject is the prerequisites of the early stage of modernization of Chinese higher education. The scientific novelty of the article is associated with the development of factors for the modernization of higher education in China. The methodology of the undertaken research is based on: meaningful, functional, historical and evolutionary approach developed in the works of Chinese authors. The result of the study is the position that Chinese education is a set of specific models rooted in the traditional historical background of China. However, the factors of the formation of the higher education system in China were influenced by Western countries, which got the opportunity to participate politically, economically, scientifically and spiritually in the life of the country in the second half of the XIXth century. As the authors show, under the conditions of modernization of the education system in China, higher education opened the era of going beyond tradition and became the basis of the system of production of qualified personnel aimed at the development of a society focused on Western patterns of culture and production.

This article documents the Critical Friends Group (CFG) process five university colleagues used to blend the theoretical frameworks of Universal Design for Learning (Rose & Meyer, 2002) and Interactive Phase Theory (McIntosh, 1990) as tools to increase equity and access in our classrooms. Using the CFG reflective approach, the faculty collaboratively reviewed their syllabi and implemented innovations in their classroom practice. This article presents a theory of action that emerged as well as nine tensions related to teaching and participation in a learning community. Implications for equity and access in higher education and future inquiry are presented.

The article considers modernization of the Russian higher education based on the data of the regional monitoring (1995-2016). The methodology of the research consists of the multidimensional approach (combination of systemic, institutional, resource and other approaches) and interpretations of modernization of the higher education as an integral part of modernization of the social-economic system of Russia. Modernization of the higher education is defined as a continuous process of transformational changes focused on improving the quality and competitiveness of all subsystems of the higher education. The article aims at explaining how modernization affects the resource potential of students, at showing to what extent students see its results and can use the opportunities provided by it. The authors focus on the question whether modernization is implemented for students, with or without students: how the quality of education changes due to modernization, how it affects the students’ satisfaction with the quality of education and professional training. The article reveals the paradoxes of modernization in terms of achieving its main goal - training of highly qualified professionals satisfying the needs of the economy in personnel; and points to the strengthening of material, technical and financial educational inequality of Russian regions and sectors of economy. The quality of the higher education is considered a way of social self-regulation. Its indicators include students’ satisfaction with different aspects of education important for the development of professional knowledge. The article presents the students’ estimates of the accessibility of the higher education in the Sverdlovsk Region by such basic indicators of modernization as academic mobility, informatization, relationship of education, science and production. Based on the results of the monitoring the authors prove the low impact of modernization changes on the students’ satisfaction with the quality of education and professional training.

PurposeThe purpose of this paper is to contribute to the scholarship of diversity, equity and inclusivity in higher education. The focus is to advance an understanding of the issues concerning student admissions and access in higher education. The paper will contribute to the debate on student admissions and access in higher education. Among others, the author argues that in the context of higher education, access has different meanings.Design/methodology/approachThis paper is conceptual in approach and draws from extant literature and the review was used in compiling the paper. Interpretivist approach was used in understanding the topic. Relying on capabilities approach (CA) as a lens in understanding student admissions and access, the author argues that higher education institutions (HEIs) should consider opportunities (capabilities) for all students to live the lives that they have reason to value (valued functionings). CA works from the premise that human beings share universal capabilities and students’ life can be fulfilling if given the opportunity to exercise their capabilities by universities.FindingsUniversities can rely on students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities in admitting them. Diversity characteristics can be used as a tool to ensure the heterogeneity of the student population or as an unfair advantage given to students who might otherwise be deemed inadmissible on the basis of their academic or test performance. Factors such as changing demographics, public policy, institutional practices and marketing techniques seem to have a subtle influence on the process of admission. Students may experience challenges because of the “invisibility” of their disabilities due to a breakdown in communication within higher education systems.Research limitations/implicationsThe paper relied on literature review only and this is its limitation. Literature review may have been influenced by selection bias of the author and is likely to include only those sources that are most consistent with the author’s personal opinion. Selection bias can arise when the inclusion and exclusion criteria for the review are not clearly stated and that might bias the findings.Practical implicationsAdmission officials in HEIs are expected to conduct a diversity needs assessment before admissions with the aim of using the data to identify student population. The needs assessment can look at aspects such as the students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities to ensure access and success of all students.Social implicationsInequities around access and admission for diverse groups of students in higher education are a reality worldwide. There is a worldwide trend within countries to see universities as contributors to economic growth, and many institutions are now increasingly attuned to the money economy. A student’s decision to apply on where to study may be influenced by the reputation of the institution.Originality/valueThis concept is relative and has different meanings depending on the nature of the work in question. The paper was compiled through literature review, all the sources used have been acknowledged, and the paper conveys the thoughts, interpretations and ideas of the author.

Purpose The purpose of this paper is to contribute to the scholarship of diversity, equity and inclusivity in higher education. The focus is to advance an understanding of the issues concerning student admissions and access in higher education. The paper will contribute to the debate on student admissions and access in higher education. Among others, the author argues that in the context of higher education, access has different meanings. Design/methodology/approach This paper is conceptual in approach and draws from extant literature and the review was used in compiling the paper. Interpretivist approach was used in understanding the topic. Relying on capabilities approach (CA) as a lens in understanding student admissions and access the author argues that higher Education Institutions should consider opportunities (capabilities) for all students to live the lives that they have reason to value (valued functionings). CA works from the premise that human beings share universal capabilities and students’ life can be fulfilling if given the opportunity to exercise their capabilities by universities. Findings Universities can rely on students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities in admitting them. Diversity characteristics can be used as a tool to ensure the heterogeneity of the student population or as an unfair advantage given to students who might otherwise be deemed inadmissible on the basis of their academic or test performance. Factors such as changing demographics, public policy, institutional practices and marketing techniques seem to have a subtle influence on the process of admission. Students may experience challenges because of the “invisibility” of their disabilities due to a breakdown in communication within higher education systems. Research limitations/implications The paper relied on literature review only and this is its limitation. Literature review may have been influenced by selection bias of the author and is likely to include only those sources that are most consistent with the author’s personal opinion. Selection bias can arise when the inclusion and exclusion criteria for the review are not clearly stated and that might bias the findings. Practical implications Admission officials in higher education institutions are expected to conduct a diversity needs assessment before admissions with the aim of using the data to identify student population. The needs assessment can look at aspects such as the students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities to ensure access and success of all students. Social implications Inequities around access and admission for diverse groups of students in higher education are a reality worldwide. There is a worldwide trend within countries to see universities as contributors to economic growth, and many institutions are now increasingly attuned to the money economy. A student’s decision to apply on where to study may be influenced by the reputation of the institution. Originality/value This concept is relative and has different meanings depending on the nature of the work in question. The paper was compiled through literature review, all the sources used have been acknowledged, and the paper conveys the thoughts, interpretations and ideas of the author.

This study explores the impact of educational information systems on enhancing learning accessibility in higher education, as digital tools increasingly become integral to academic support, and student engagement. The main objective is to assess how these systems improve access to learning resources and facilitate communication, particularly for students from diverse backgrounds and with varying educational needs. Using a mixed-methods approach, this research combines quantitative analysis of accessibility metrics with qualitative insights from surveys and interviews with students and faculty across different higher education institutions. The findings show that educational information systems significantly enhance learning accessibility by providing flexible access to resources, facilitating real-time feedback, and supporting personalized learning paths. These systems also improve student engagement by enabling convenient access to materials and fostering a collaborative learning environment that accommodates different learning styles. However, the study identifies several barriers, including gaps in digital literacy, usability challenges, and unequal access to the necessary infrastructure, which can limit the effectiveness of these systems in reaching all students equally. Additionally, concerns around data privacy and system complexity are noted as areas needing attention to build user trust and ensure smoother system integration. The study concludes that while educational information systems hold great promise for improving accessibility and inclusivity in higher education, addressing these barriers through targeted training, digital equity initiatives, and robust data protection policies is essential for maximizing their potential. These insights offer valuable guidance for educational institutions aiming to create more inclusive learning environments through strategic integration of educational information systems.

This article examines the critical dimensions of equity, inclusion, and access in higher education, particularly in the context of increasing global demand for inclusive learning environments. Drawing from recent studies and global data (2020–2025), it explores systemic inequalities related to race, gender, socioeconomic status, disability, and geographic location. The article analyzes policy frameworks, institutional practices, and technological interventions aimed at promoting equitable access. Findings suggest that while progress has been made in increasing enrollment and policy awareness, significant structural and cultural barriers persist. The article concludes with targeted recommendations for institutions, policymakers, and international agencies to foster a more inclusive and accessible higher education landscape.

A framework to foster accessibility in post-pandemic virtual higher education

The purpose of this article is to discuss accessibility and ableism in Higher Education from the academic trajectory of a psychologist with physical disabilities/a wheelchair user. To this end, concepts such as disability, inclusion, accessibility and ableism are discussed. For the production of data, a semi-structured interview was carried out with a wheelchair user, who was invited to speak, among other aspects, about his inclusion in Higher Education in a Psychology undergraduate course. In addition to this interview, the data was complemented by informal conversations to resolve any questions about what had been discussed during the interview. Data analysis followed the principles of Textual Discourse Analysis, with the steps of unitarization, categorization and construction of a metatext. Among the results, the following stand out: ableist manifestations in different situations that influenced the participant’s professional training; aspects related to (in)accessibility to services offered by the university; and a lack of knowledge about the characteristics of academics with disabilities as a disadvantage to their inclusion. As possibilities for advances in improving the quality of inclusion in Higher Education, there should be more dialogue with persons with disabilities, including organizing discussion groups within the university environment as one step towards reducing barriers against inclusion.

The commitment to accessibility is a driving force for creating and adopting practices that remove barriers and foster inclusive participation within the world around us. Unfortunately, within higher education, the importance of accessibility does not always translate to commitment and compliance. Despite gradual efforts to enhance accessibility, the global pandemic, technological advancements, and various significant social justice movements have highlighted the prevalence of inaccessible content and systems. The text The New Accessibility in Higher Education: Disrupting the System for an Inclusive Future guides the reader through the various areas of higher education, detailing how barriers to access were identified and how accessibility was reimagined and improved through the perspectives of faculty, administrators, and students. The text explores the multifaceted nature of accessibility and emphasizes the need for postsecondary scholars and practitioners to rethink how accessibility is perceived and implemented in higher education. It contends that the higher education community can no longer overlook accessibility issues or return to outdated and discriminatory policies that lack inclusive and accessible practices essential for the success of disabled students. The New Accessibility in Higher Education: Disrupting the System for an Inclusive Future not only highlights events from the COVID-19 pandemic and other significant recent occurrences but also offers a roadmap for the ongoing incorporation of more accessible strategies in contemporary higher education.

The aim of this paper is to critically review the capabilities of the European Framework for the Digital Competence of Educators (DigCompEdu) and the UNESCO ICT Competency Framework for in delivering greater accessibility for students with disabilities in a Higher Education landscape undergoing Digital Transformation. These frameworks describe what it means for educators to be digitally competent. However are there other competencies required to deliver Digital Accessibility in education. The particular focus of this paper is the role of the teachers in delivering Digital Accessibility in higher education. What should be expected of them and what are the required competencies to meet these expectations? Is it fair for example to expect teachers to cross boundaries where the effectiveness of general accessibility strategies such as UDL end for particular groups of students for example blind students in STEM subjects and where there is a need for individualised accommodations?

Using the social exclusion theory, this study examines how institutional structures, infrastructure, and social attitudes influence the educational experiences of students with disabilities, with a focus on accessibility, support systems, and academic inclusion. The study aims to examine the institutional support offered to differently abled students at two rural universities in South Africa and to explore the barriers to inclusion they face in these institutions. A qualitative approach was employed through an interpretative phenomenological design. Data were collected from 12 differently abled participants and three key informants, who were purposively selected through semi-structured interviews at two rural South African universities. Thematic analysis was used to analyse the findings. The study found that the Disability Unit plays a crucial role in supporting students, particularly those with disabilities. However, it also identified structural and systemic barriers to inclusion, including infrastructural barriers, inaccessible lecture venues, and a lack of empathy and awareness among lecturers. The students also highlighted personal challenges and experiences related to their disabilities that negatively affect their academic experience. Despite policy frameworks advocating for inclusion, rural universities remain inadequately equipped to accommodate differently abled students. The study recommends a holistic approach to address these challenges—one that includes infrastructural modifications, faculty sensitisation, and expanded disability support services. Findings underscore the need for institutional reforms to enhance accessibility and inclusivity in higher education, ensuring equal opportunities for differently abled students.

The presentation focuses on a number of interrelated aspects of distance education. Firstly, the aspects of accessibility of college higher education is discussed, which is promoted by the documents of Bologna process and legal acts of the Republic of Lithuania. The development of distance education is emphasised through an expansion of variety of e-learning forms. Secondly, the activities and goals of study divisions and centres of distance education in Lithuanian colleges are presented comprehensively. The presentation examines similarities and differences of e-learning in private and state colleges. Thirdly, referring to e-learning it is necessary to discuss curriculum quality aspects. Therefore, the analysis of structure of learning materials used in distance studies is presented, which focuses on how and to what extent the presented obligatory and additional tasks develop students’ critical thinking and their ability to involve in studies consistently and self-dependently. Educological aspects of e-learning materials are also discussed. Taking into account the problem areas of the conducted analysis, suggestions regarding improvement of e-learning materials to meet requirements imposed on higher education for development of students’ generic and subject specific competences are provided. Generalising, it can be stated that accessibility of higher education is improved employing a wider variety of e-learning forms. However, the quality of curriculum should be also ensured.