Abstract
Agenda 2030 expresses, through the Sustainable Development Goals (SDG), and in particular through No. 4, the need to ensure an inclusive and equitable education, which promotes learning opportunities for all. At the university level, all students are urged to acquire the necessary theoretical and practical knowledge to promote sustainable development, so that they become graduates capable of facing the challenges of the future and the real demands of a society marked by heterogeneity, including the needs of people with some kind of disability. In this sense, the present work analyzed the impact of a transversal training program in Design for All on university degree students. For this purpose, a descriptive and comparative ex post facto study was developed in which the impact of an online training program was quantified by establishing comparative pre- and post-training. The results indicate that the approach, through the delivery of a training xplain eon Design for All, contributed to a change in the perceptions of students regarding disability, its role in the university and in the future workplace. Furthermore, it increased the knowledge of institutional action undertaken in terms of awareness and approach to human disability.
Highlights
Emilio Abad-Segura, Agenda 2030 [1,2] gives a primordial role to education as a tool to promote sustainable development
Accessibility and Design for All into the performance of the future profession of students, which allows for responding to the training and attitudinal needs detected in previous studies [32,33,34,35,36,37]
Training in Universal Accessibility and Design for All, even consisting of a short module, improves knowledge about the concept of disability and the implications it has on people’s daily lives. It has a clear positive impact on the attitude of the participants, resulting in the need to incorporate the variables of Universal Accessibility and Design for All in the performance of the future profession of the students
Summary
Emilio Abad-Segura, Agenda 2030 [1,2] gives a primordial role to education as a tool to promote sustainable development. Its relevance is highlighted by offering one of the objectives (number 4) to guarantee an inclusive and equitable education, which can promote opportunities for lifelong learning for all. At the same time, by guaranteeing this goal it is promoting training and global learning in the other 16 objectives [3]. That remained unfinished, as reflected in the Final Report of the United Nations Decade of Education for Sustainable Development [5]. This report emphasizes the progress that must be done in training in sustainability (environmental dimension) just because serious deficiencies had been detected in Human Rights and in the Rights of People with Disabilities (social dimension of Human Development).
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