From barriers to bridges: approaching accessibility in course design

The article examines the current stage of forming online content in higher education worldwide and in Ukraine. The main goal of this paper is to develop patterns for creating educational content to improve the learning process at universities despite the full-scale war, including flexibility. To achieve these, the author used bibliometric, trends and cluster analysis. As analytical tools, Google Trends and VosViewer were chosen. The investigation is divided into three parts: study patterns of online content in higher education (HE) based on a literature review, identify trends in HE, and examine online educational content in the context of the flexible learning process at universities. The investigation stage of key trends in the development of higher education in Ukraine is initial because it demonstrates up-to-date theoretical background worldwide, and particularly in Ukraine, especially publication after 2019. The main approaches to renovating the educational system included improving distance or blended learning as a modern study pattern. The key stakeholders are students and teachers. However, teachers transform into facilitators who prepare educational content and support learners in self-directed learning based on their inquiries. As for Ukraine, the tendency was intensified because students affected by full-scale war cannot study in the traditional (in-person) way. To find how trends in HE in Ukraine during key political changes were modified in Ukraine, the author used Google Trends to search inquiries of main consumers of educational services in Ukraine concerning higher education through the keywords “university” in three languages. The customizing periods showed the reactions of the young to critical political changes in Ukraine. In such a way, attitudes towards higher education during the beginning of the Orange Revolution, the Revolution of Dignity, the war in the east of Ukraine and the full-scale war were investigated. The significant changes were noticed after February 24, 2022, compared to November 30, 2013. There was an increasing popularity of inquiries based on universities abroad and learning as a tool to get employment. The most relevant inquiries in forming online content are “distance learning” and “дистанційна освіта”. Moreover, the tendency of increasing inquiries in the Ukrainian language compared with russian inquiries of approximately 10% was found. It was confirmed that trends could be used as a tool of formation patterns of educational content. That is why the paper aims to explore terms across years such as “educational content trends”, “educational trends” (205 articles), “online content trends” (305 articles), and “educational online content trends” (25 articles) at the Web of Science (WOS) platform. Key sectors of educational online content include Education, Educational Research, Economics, Social Sciences, Interdisciplinary, Multidisciplinary Sciences, and Management categories. In addition, Ukraine leads in publishing articles in forming online educational patterns with Poland, russia, the USA, Bulgaria and others. Furthermore, “educational content trends” and “online content trends”were compared to measure theoretical gaps by cluster analysis, where the main clusters are teacher, content analysis, development, quality, educational progress, and social media. The findings of this study hold valuable implications and recommendations for the formation of online content in higher education, particularly during times of war and in post-war periods.

This article cross-checks universal design and ecological design in the context of media accessibility (with an emphasis on audio description, captions, audio subtitling, sign language interpreting, touch tours), aiming to identify practices that adhere to both design approaches. Following a literature review, a theoretical commentary is presented. Therein, each of the seven universal design principles (Connell et al. in The principles of universal design, 1997. https://projects.ncsu.edu/design/cud/about_ud/udprinciplestext.htm) is assessed in the light of ecological design. Three different outcomes are found when connecting universal design and ecological design principles: (1) certain universal design principles overlap with ecological design principles; (2) others are divergent with ecological design principles and (3) some are complementary, that is, they are unrelated but may be reconcilable. Universal design principles one and two (equitable use and flexibility in use) are harmonious with principles of ecological design in several ways. Principles three (simple and intuitive use), four (perceptible information) and seven (appropriate size and space) remain seemingly unrelated to ecological design principles, though they could be reconciled if certain changes were undertaken. Principles five (low physical effort) and six (appropriate size and space for approach and use) of universal design could be antagonistic with ecological design in some regards.

The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.

Purpose This study aims to explore the transformative potential of universal design (UD) principles in changing servicescapes to enhance consumer experiences and foster inclusive practices across various sectors. Design/methodology/approach Drawing from existing literature and research findings, this study offers a review of inclusive servicescapes and service practices through the lens of UD. The investigation spans multiple domains to highlight the impact of UD principles on inclusivity and societal welfare. Findings This research delves into the theoretical and practical contributions of UD principles, showcasing their application in diverse sectors to enhance citizenship experiences. This study presents valuable insights for businesses and service providers, emphasizing the significance of UD in improving societal well-being and fostering inclusivity. Research limitations/implications This study broadens the theoretical framework of UD, showcasing its versatility across various sectors and reinforcing its contribution to enhancing societal inclusion. By analyzing the interplay between UD principles and inclusive servicescape practices, this study highlights UD’s transformative impact on enriching citizenship experiences and fostering a deeper sense of belonging. Drawing from seminal works, this research not only adds to the understanding of UD’s role in promoting inclusivity but also strengthens the linkage between UD and inclusion theory, advancing the discourse on design's pivotal role in facilitating societal participation and crafting inclusive environments. Practical implications The findings of this study provide practical guidance for businesses and service providers to incorporate UD principles into servicescapes and service practices, enhancing consumer experiences. By referencing examples from education, retail and digital domains, this study offers insights for organizations seeking to create more inclusive and accessible environments. Social implications The societal implications of incorporating UD principles into marketplace practices are significant, promoting societal inclusivity and acceptance of diversity. By emphasizing the role of UD in fostering inclusive servicescapes, this study contributes to societal initiatives to ensure inclusivity and accessibility in the marketplace, ultimately enhancing the well-being of individuals with diverse abilities and promoting a more equitable society. Originality/value Building on existing literature, this study expands the understanding of UD and its potential impact on citizenship experiences. By anchoring the research on established perspectives and incorporating practical examples, this study offers original insights into the transformative power of UD in creating more inclusive and equitable societies.

The purpose of this research is to evaluate Seoullo 7017 based on Universal Design (UD) principles and guidelines. To derive UD principles applicable to the site context, we used the 2017 Seoul Universal Design Guideline and assessment index provided by the Universal Design Research Center and established 11 evaluation criteria. With respect to research methods, a literature review and on-site field survey were applied, through which we derived UD principles and evaluation criteria to identify UD problems. The 11 evaluation criteria consist of pedestrian space, facilities, access, main entrance, parking lots, trails, restrooms, convenience facilities, information facilities, rest areas, and playgrounds, and these were associated with UD principles for evaluation. As a result, the main entrance had the highest UD score, while parking lots had the lowest in terms of equity, safety, simplicity, and accessibility. Restrooms received a lower UD score because of poor conditions of security and alert systems. Rest areas were found to be uncomfortable for disabled people. With respect to the internal trails, we found the lack of braille block and irregular placement of planting pots made blind people uncomfortable when walking. In terms of UD principles, flexibility received the highest score, followed by amenity, equity, simplicity, tolerance, accessibility, and safety. Flexibility received the highest score, owing to the provision of proper information about convenience facilities and trails, while safety received the lowest, based on poor access to parking lots, inadequate paving materials and colors, and a lack of 24-hour security systems. We hope this research contributes to improving the universal design, so that people are not discriminated against in the use of the park in terms of age, sex, or physical disability. We expect the study to help facilitate empirical studies to verify UD principles and provide improved quality of UD for Seoullo 7017.

In July 1995 the Scottish Higher Education Funding Council (SHEFC) announced an initiative aimed at redressing the underrepresentation of women in science, engineering, and technology in higher education in Scotland. The first step in the initiative was to support a research and development project that would investigate good practice in women's access to, participation in, and progression through courses and careers in science, engineering, and technology (SET) in higher education. The initiative had its roots in the growing awareness of the problem of the underrepresentation of women in these disciplines that had been communicated through such pressure groups as "Women Scientists and Engineers in Scotland" (WSES) and "Women into Science and Engineering" (WISE) among others. The recruitment problem in SET is not confined to women; it is much more general and a cause of concern across the United Kingdom, but it is clear that women experience particular obstacles and barriers in their pursuit of studies and employment in SET. In this paper, arising out of the first stage of a research project entitled "Winning Women in Science, Engineering, and Technology in Higher Education in Scotland," and funded by SHEFC,1 we consider the extent of the problem of women's underrepresentation in SET in higher education and speculatively ask whether there are epistemological and pedagogical questions that need to be addressed in order to ameliorate women's position. We set the scene by considering the nature of the problem of women's underrepresentation in SET in higher education at three stages: access to higher education, participation in courses in higher education, and progression through careers in higher education for women staff.

Background: The use of digital technology in higher education is overwhelmingly positively assessed in most recent research literature. While some literature indicates certain challenges in this regard, in general, the emphasis is on an encouragement and promotion of digital technology in higher education. While we recognised the positive potential of the use of digital technology in higher education, we were cautious of an instrumentalist and disembodied understanding of (digital) technology and its potential impact on higher education – as a sector of education and as a body of students. Aim: To re-conceptualise the way in which technology is understood for its use in the higher education sector, as is argued, would be of benefit for transformation in higher education. Setting: South African Higher Education sector. Methods: Phenomenology of embodiment. Results: An embodied understanding of technology through the embodied phenomenology of Merleau-Ponty and an explication of its potential for transformation in higher education via the working concept of the Embodied Screen leads to a full understanding of the student as embodied and socially-embedded individual. Conclusion: A more holistic and embodied understanding of digital technology serves to supplement transformation in higher education, especially if transformation is itself understood in concrete social and bodily terms as is the case in the South African context.

Background: The use of digital technology in higher education is overwhelmingly positively assessed in most recent research literature. While some literature indicates certain challenges in this regard, in general, the emphasis is on an encouragement and promotion of digital technology in higher education. While we recognised the positive potential of the use of digital technology in higher education, we were cautious of an instrumentalist and disembodied understanding of (digital) technology and its potential impact on higher education – as a sector of education and as a body of students.Aim: To re-conceptualise the way in which technology is understood for its use in the higher education sector, as is argued, would be of benefit for transformation in higher education.Setting: South African Higher Education sector.Methods: Phenomenology of embodiment.Results: An embodied understanding of technology through the embodied phenomenology of Merleau-Ponty and an explication of its potential for transformation in higher education via the working concept of the Embodied Screen leads to a full understanding of the student as embodied and socially-embedded individual.Conclusion: A more holistic and embodied understanding of digital technology serves to supplement transformation in higher education, especially if transformation is itself understood in concrete social and bodily terms as is the case in the South African context.

Introduction.Globalisation, openness to innovation, implementation of digital content, realisation of competency-based approach in modern education generate a consistent tendency towards strengthening of the role of educational technologies (ET) in different types of professional pedagogical activity, reinforcing pertinence of their application at all levels of education. Mastery and efficient use of a wide range of educational technologies have expanded the opportunities for educators to use productively traditional pedagogical and digital information technologies in order to obtain the guaranteed intended (expected) educational outcome. The interest of researchers and practitioners in selection, design, implementation and evaluation of effectiveness of educational technologies in higher educational institutions is evidenced by the increase in the number of publications suggesting various points of view on the use of such technologies within the educational process, in educational communications and in professional and personal development of students. The search for the most effective means of training of the new generation of specialists to achieve academic and technological breakthrough in Russia has increased the significance of systematic scientific information on modern educational technologies used in higher education institutions.Theaimof the current research is to present the results of review and systematisation of research information on theoretical foundations of development and application of educational technologies in Russian and foreign higher educational institutions.Methodology and research methods.Analytical review has been prepared based on systematisation and generalisation of foreign and Russian scientific publications dedicated to the issues of design and use of educational technologies in the higher educational practice. 319 sources published since 2010 and included in Web of Science and Scopus research and citation databases as well as in the Russian Science Citation Index have been analysed. In order to achieve the set objective, authors have used such methods as content analysis, systems analysis, comparative analysis and benchmarking, terminological analysis, context analysis, generalisation and systematisation, analytical grouping, as well as methods of mathematical statistics.Results and scientific novelty.The article contains the results of analysis of Russian and foreign publications based on the following: 1) levels of presentation of research information (theoretical, theoretical and experimental, empirical); 2) attributes and properties of educational technologies; 3) approaches to selection of classification principles of educational technologies; 4) capabilities of educational technologies to shape academic, communicative and professional competency of a specialist; 5) criteria for evaluation of effectiveness of application of ET in the higher educational practice; 6) preparedness of teacher of higher educational institutions to develop and apply educational technologies. It has been established that Russian authors are still more oriented towards describing the characteristics and algorithms of predominantly traditional educational technologies and their applicability, evaluating their effectiveness through influencing students’ professional and personal development and competent communication. Foreign authors prefer to assess how widely applicable digital educational technologies are (within the boundaries of the educational organisation and beyond), measure students’ acceptance of educational technologies and their effectiveness through the impact on improvement of educational quality. Statistically significant differences were identified for all considered functional characteristics of educational technology in Russian and foreign publications, with the exception of “Student Attitude to Educational Technology”. Both Russian and foreign authors in the last 5 years have increased their interest in mixed educational technologies and in the problems of integrating traditional and digital technologies in higher education. In Russian journals there is an increase of the number of publications about the digital technologies, and in foreign publications there is an increase in the number of publications on traditional technologies, resources and conditions for improvement of effectiveness of educational technologies.Practical significance.The materials of the article can be used in the higher educational practice and in further research on development and application of educational technologies in Russian and foreign higher education.

Principles of universal design become increasingly important as librarians add information literacy courses and other instructional modules. Issues of access in higher education may be reframed as issues of the design of the inclusive classroom environment. This allows for the spectrum of multiple intelligences and learning modalities to be addressed, as well as the broad diversity that contemporary learners and teachers bring to the classroom experience, live or delivered through distance education. Using the principles of universal design (UD), this paper addresses the manner in which a course may be front-loaded to achieve maximum understanding on the part of the learner as to the expected learning environment and requirements, as well as expected outcomes and assessment practices.

The article summarizes the results of research on the modernization of the structure and content of higher education through the introduction of modern levels and degrees, the list of specialties, the development and implementation of new standards of higher education, educational (educational-professional, educational-scientific, educational-artistic) programs in the process of implementing the Law of Ukraine «About higher education». The state of normative-legal, organizational-methodical support and informative-analytical activity of state management bodies in the field of education and science, their subdivisions and public structures responsible for the development of domestic higher education in modern conditions is analyzed. Since September 2014, when the Law of Ukraine "On Higher Education" entered into force, a new stage of reforming the higher education system began, aimed at improving the quality and competitiveness of domestic higher education on the European market of educational services. Having concluded an association agreement with the European Union and received the status of a candidate for joining it and, thus, effectively joining the European educational and scientific community, Ukraine must adapt its own legislation in the field of higher education to European ones, reform the system of higher education, modernizing all its components , applying common European principles and mechanisms. First of all, it is about the modernization of the structure and content of education through the adoption of a system of easily understandable and comparable degrees of higher education; the new structure of higher education, which is based on three cycles (bachelor, master, doctor of philosophy), modern standards and educational programs. It is emphasized that these processes are carried out according to European criteria and are essential steps towards improving the quality of Ukrainian higher education on its way to the European educational community. The timeliness and completeness of the adopted decisions and implemented measures are assessed, as well as their compliance with the quality criteria of the EAHE. The reasons for the slowdown of individual processes are outlined, the debatable nature and ambiguity of a number of adopted decisions are noted, and approaches to their avoidance are proposed. It is noted that in the conditions of martial law declared in the state, the mechanism and conditions of accreditation of educational programs have been temporarily simplified, the validity periods of accreditation documents and the term of authority of personal staffs have been extended sector of higher education and scientific and methodical commissions.

Several studies have shown that the importance of the Internet in higher education has continued to rise over the past decade. However, researchers and practitioners have shown that resistance to end-user systems by users such as students is a widespread problem. This phenomenon has created the need to better predict, explain and increase user acceptance of technology in higher education. To fulfill this need, the understanding of the factors that encourage or hinder Internet use in learning, teaching, research and university management function has become critical in modern times. As university administrators continue investing in Information & communication Technologies (ICTs) such as the Internet, Learning management systems(LMS) such WebCT, and plagiarism and originality tools like Turnitin to improve quality and to support learning, as well as help in dealing with educational budget cuts and increased enrollment, instructors are increasingly making their teaching materials available on the Internet. However several studies have shown that the question of whether students are making full use of the Internet to justify these investments and learning materials efforts by faculty has not been fully answered. Consequently, while administrators and instructors would like to make the Internet an effective educational tool, they need to understand what their students\' attitudes towards using it are. Since the use of the Internet in higher education is still in its early stages especially in developing countries like Kenya, many issues regarding its adoption, diffusion, infusion and use have not been fully addressed. This study was therefore conducted to provide a better understanding of how ICTs particularly the Internet are adopted, diffused, infused and used in institutions of higher learning in Kenya from a student\'s perspective. This paper focuses on the influence of environmental factors to the adaption and diffusion of the Internet by a selected sample of university students. The research framework is based on the Theory of Technology Acceptance Model (TAM). We use a survey conducted among university students to explore these environmental factor issues that have been neglected by previous studies. The research establishes that Competition Pressure, Government Support, ICT Vendors Support, and Perceived Socio Economic factors influence the adoption and diffusion of the Internet. These findings provide some useful insights for governments, university administrators, educators and policy makers. Keywords: ICTs, Internet, technology acceptance, diffusion of technology. Journal of Language, Technology & Entrepreneurship in Africa Vol. 1 (2) 2009: pp. 6-23

Background: The principles of Universal Design (UD) have been adopted and adapted in educational settings using various frameworks over the years, including Universal Design for Learning, Universal Design for Instruction, Quality Matters, Universal Instructional Design, and Integrated Multicultural Design. Each model has nuanced differences while simultaneously complementing each other in principle and purpose for continuous improvement in collegial environments. This article examines and compares the existing literature on universal design in higher education settings. Objectives: This article analyzes and synthesizes multiple universal design models used in education, identifies common themes, and assesses their relevance to the field of higher education. It examines their application in diverse instructional settings such as online classrooms, graduate programs, and globally diverse cultures. Approach: The review is guided by Universal Design as its theoretical framework. A thematic analysis of peer-reviewed articles, scholarly works, and professional resources using targeted keywords, including “Universal Design,” UD Models, and “Universal Design in Education,” were identified and reviewed. Results: Results of the research contrast elements of multiple models in the context of higher education and provide insight for future research globally. Conclusions: Universal Design principles continue to evolve as viable frameworks for improving student outcomes in higher education. The most prominent models share similar characteristics and continue to show promise in helping all learners in various ways.

The purpose of this article is to describe the development and design process of an educational app for teacher training. Online teaching and learning resources are used more than ever in teacher training. However, the utilization of digital technology in higher education shows unambiguously that very little has been transformed or improved so far (Selwyn, 2014: 109). Regarding teacher education specifically; the slow uptake of ICT is also documented (Tomte, 2015: 151). Using a design-based research methodology, the researchers were involved in planning, designing and developing new resources for new practices in flexible teacher-training studies. Through three iterative cycles, the main aim in this article is to describe aspects in the process of designing DLR for the hybridization of teacher training. The findings suggest several aspects of the design process that we believe can enhance teacher trainers and development of digital learning content in higher education.

Visually impaired people in Namibia are at greatest risk of being socially excluded as a result of poor access to information. At the same time designing for the visually impaired people requires different approaches and application of innovative methods. We have considered the Universal Design (UD) principles and the guidelines in designing a mobile sharing application. A sample size of 60 visually impaired participants from the School for Visually Impaired and the Namibian Federation of the Visually Impaired (NFVI) in Windhoek was considered. A series of activities were done together with the participants to understand and learn from them on how they would prefer a mobile sharing application to look like. The final application was tested with the users after incorporation of their feedback and participatory design activities for the prototype. The findings show that the visually impaired people engaged do not have a mobile application for sharing disability related information and had specific preferences and insights for mobile application design. In addition to this, the mobile application adhered to all seven Universal Design Principles when we evaluated the final design. We argue that the Universal Design Principles could be used and helpful in designing for visually impaired users.