Inclusive Design Research Articles

Sidewalk‐based bicycle path network design incorporating equity in cycling time

AbstractMany cities find it difficult to claim enough land to build dedicated bicycle lanes. In response, this study proposes a novel framework to design a bicycle path network based on the existing sidewalks where selected sidewalk links are converted into eligible bicycle paths. The output will be a subset of the sidewalk links chosen to be converted to eligible bicycle paths with minimum cost such that all origin–destination (O‐D) pairs are connected with bicycle paths and cyclists from each O‐D pair can enjoy similar degrees of equity. The equity defined here is that cyclists from each O‐D pair will not need to travel excessively longer in time in the designed bicycle path network than in the original sidewalk network. A novel decomposition‐based dynamic dimensional search is proposed to solve the problem. The numerical experiments of a university campus and Clementi town in Singapore have shown our algorithm with varying equity parameter choices can provide tangible inclusive bicycle path network designs and improve as many as 80% equity in certain O‐D pairs with critical inequity issues.

A Multi-Process System for Investigating Inclusive Design in User Interfaces for Low-Income Countries

A Multi-Process System for Investigating Inclusive Design in User Interfaces for Low-Income Countries

Fostering Child Empowerment Through English Language Competency in Speaking Skills

This research delves into the intricate relationship between English language competency, specifically in speaking skills, and the empowerment of young learners within the context of early childhood education. Combining descriptive qualitative research with an extensive literature review, the study elucidates the profound implications of language proficiency on child empowerment. The research employs a methodology involving in-depth interviews, systematic classroom observations, and content analysis. Subjects comprise young learners in early childhood education, with a focus on their English language proficiency in speaking. Data collection includes semi-structured interviews with educators, parents, and learners, alongside literature review findings. The outcomes reveal that language proficiency functions as a transformative tool, fostering self-confidence, self-expression, and active learning participation. Proficient speakers exhibit enhanced agency and autonomy, equipping them with cognitive tools for academic success and global navigation. Disparities in language competency and empowerment among young learners are identified, necessitating inclusive educational practices and targeted support. This research underscores educators' pivotal role, alongside engaged parents and inclusive curriculum design, in fostering language proficiency as a means of empowering children in early education. The study contributes to a holistic understanding of language's role in shaping the foundations of empowered, lifelong learners.

ЗАСТОСУВАННЯ СУЧАСНОЇ АРХІТЕКТУРИ У БУДІВЛЯХ ПСИХІАТРІЇ

The article highlights the importance of architecture to mental health and the impact of space design on emotional state and productivity. The study shows that architects are using innovative approaches, such as biophilic design, to create healing environments, and mental health is becoming more relevant in the context of current challenges, including the pandemic. The article also reveals the contribution of architect Thomas Story Kirkbride to the development of the concept of "moral healing" and the use of light and safe space planning as key elements in supporting mental health. It is suggested that the conscious use of design can contribute not only to the physical but also to the mental well-being of people. Considering the important aspects of architectural design that affect mental health. The use of natural light, the introduction of biophilic design and the creation of open, spacious layouts can have a positive impact on people's emotional state and overall mood. The article also highlights the importance of green spaces, noise reduction, and the choice of colours and materials for mental well-being. It is noted that therapeutic spaces and the concept of inclusive design are important components for creating psychologically supportive environments. Architecture is a key factor in solving mental health problems by understanding the needs of residents and taking into account their emotions and feelings.

INCLUSIVE TECHNIQUES OF COLOR HARMONIZATION OF THE INTERIOR SPACE OF PUBLIC BUILDINGS

The work, based on systematized theoretical and practical experience, defines the main inclusive techniques of color harmonization of the interior space of public buildings in the aspect of comfortable perception of the architectural environment by groups of the population with limited mobility and people with special needs: the technique of using contrasting colors, the technique of using a color coding system, the technique of using Braille and tactile elements, the technique of application of light signals, the technique of using neutral colors for the floor and walls, the technique of using audiovisual signals, the technique of providing touch accessibility, the technique of color indicators of doors and entrance area, the technique of color coding of infrastructure. During the study of inclusive techniques of harmonizing the internal space of public buildings, several aspects that need improvement were identified. The introduction of tactile and sound indicators, effective use of contrasts and a color scheme allowed to create an environment that takes into account the needs of people with visual impairments. For the further development of inclusive spaces, it is recommended to take into account the needs of the community and use the latest research methods. The integration of tactile and sound indicators, the development of multimodal information systems and the application of technological innovations are important elements of increasing the effectiveness of inclusive design.

The Role of School Sports in Shaping Student Identity and Social Relationships

This qualitative study explores the impact of school sports on student identity and social relationships in Vietnamese secondary schools. Employing in-depth interviews, focus groups, and observational methods, the research examines the experiences of students, coaches, and administrators across three distinct school settings. Findings indicate that participation in school sports significantly enhances students' self-perception and identity, facilitates robust social connections, and fosters community. Additionally, the study reveals that school sports programs are efeectively integrated with Vietnamese cultural values, particularly emphasizing collectivism and community orientation. However, gender difeerences in sports participation highlight the need for more inclusive and gender-sensitive program designs. The study also identifies challenges related to resource limitations and balancing academic and sports commitments, suggesting areas for policy enhancement. This research contributes to the broader understanding of the educational value of extracurricular activities. It underscores the potential of school sports as a tool for personal and social development in academic settings. Importantly, the findings ofeer practical and actionable insights for educators and policymakers, providing a roadmap to optimize the benefits of school sports programs.

Opportunities and Challenges of Integrating Generative Artificial Intelligence in Education

This paper thoroughly examines both the opportunities and obstacles associated with integrating Generative Artificial Intelligence (AI) into educational settings. It explores how Generative AI has the potential to enrich learning experiences, customize education for individuals, and foster creativity. However, it also confronts several challenges including ethical dilemmas, safeguarding data privacy, mitigating algorithmic biases, and reshaping the role of educators. Through a synthesis of theoretical frameworks and empirical research, the paper offers valuable insights into effective strategies for navigating these challenges. It emphasizes the importance of establishing ethical guidelines, ensuring transparency in algorithms, and adopting inclusive design principles during AI integration. Furthermore, the paper underscores the importance of providing educators with adequate training and professional development opportunities to effectively utilize AI tools. Additionally, it advocates for ongoing dialogue among stakeholders—such as educators, policymakers, technologists, and students—to steer responsible AI integration in education. Ultimately, the paper advocates for a collaborative approach that prioritizes human-centric values, equity, and diversity. While Generative AI holds promise for revolutionizing educational practices, its integration requires thoughtful consideration of ethical, social, and pedagogical implications. Through proactive collaboration and partnership, educators can leverage AI's potential to create more immersive, tailored, and equitable learning environments.

Enhancing Package Ergonomics for Arthritis Consumers: A Case Study

ABSTRACTBecause arthritis and limited dexterity affect at least 25% of the US adult population (1) and these issues can make packaging more difficult to open, there has been an overall increase in interest about inclusive packaging (2). Inclusive packaging is designed to ensure that the largest number of consumers possible will be able to open a package without serious difficulty. When designing for those with arthritis, testing is often done using simulation technologies that impair hand and joint movements, such as the Cambridge Simulation Gloves (CSG). However, not all packages have been evaluated for inclusive design, and as such, the goal of this study was to use CSG to evaluate several representative packages currently in the marketplace for inclusivity and to redesign the one deemed most challenging for those with impaired dexterity. The study evaluated product packages that were deemed non‐inclusive, identified common trends between these products, including the necessity for fine finger movements, existence of small gripping areas, and opening mechanisms with little clearance between the two surfaces. Of the products examined, a common aspirin package, was found to be the most difficult to open—it was nearly impossible to lift the seal while wearing the CSG and the package required the most time to open. As such, this product was selected to undergo redesign, and this redesign focused on the tamper evident induction seal. The redesign process involved prototyping an included finger loop and then testing the prototypes using the CSG. This led to a final design consisting of a loop attached to the induction seal, which was then tested with the CSG to evaluate its effectiveness. This study shows the utility of incorporating the CSG into the preliminary design process as opposed to only at the final test of the product. Furthermore, the findings of the study strongly suggest that in designing inclusive packaging for those with limited dexterity, decreasing the required fine finger and joint movements and increasing the gripping areas, especially those involved in the opening mechanism of the package, are the most useful changes to make.

Sex in cardiovascular disease: Why this biological variable should be considered in in vitro models.

Cardiovascular disease (CVD), the world's leading cause of death, exhibits notable epidemiological, clinical, and pathophysiological differences between sexes. Many such differences can be linked back to cardiovascular sexual dimorphism, yet sex-specific in vitro models are still not the norm. A lack of sex reporting and apparent male bias raises the question of whether in vitro CVD models faithfully recapitulate the biology of intended treatment recipients. To ensure equitable treatment for the overlooked female patient population, sex as a biological variable (SABV) inclusion must become commonplace in CVD preclinical research. Here, we discuss the role of sex in CVD and underlying cardiovascular (patho)physiology. We review shortcomings in current SABV practices, describe the relevance of sex, and highlight emerging strategies for SABV inclusion in three major in vitro model types: primary cell, stem cell, and three-dimensional models. Last, we identify key barriers to inclusive design and suggest techniques for overcoming them.

Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka

Jane Drew and Minnette De Silva made significant contributions to the architectural field, namely to the broader frameworks of the mid‑twentieth-century Modern Movement and tropical architecture. They also pioneered inclusive design processes, in line with the discussion of human factors that was just starting to fuel the architectural agenda. Peons’ Village in Chandigarh and Watapuluwa in Kandy are housing schemes resulting from participatory methodologies where both architects promoted dialogue with the populations and integrated regional specificities. The collective engagement, which occurred at different project stages, effectively involved future inhabitants in decision-making and is reflected in the outcome of the projects. Drew and De Silva’s socially engaged architecture envisioned project design as a co‑creation process, contributing to redefining the architect’s role, and aiming to foster a more equitable urban environment toward a better society.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society. Keywords: Education, Curriculum Design, Social Improvement, Diverse Needs, Students, Review.

Toward a framework for the design of fair shared open spaces case study: Effat University, Jeddah

PurposeThis research aims to shed light on the utilization of open spaces at Effat University through a gender lens. By eliminating gender segregation, the study seeks to examine how these spaces are equitably shared between genders, while also delving into the realm of gender sensitive urban design (GSUD). Furthermore, the research strives to gain valuable insights into the experiences of female students in open spaces to propose a framework for the design of fair shared open spaces.Design/methodology/approachTo achieve these objectives, a multi-faceted approach was adopted. First, the research started by reviewing the literature about gender sensitive urban design and inclusive urban design to conclude the indicators examine how open spaces are shared fairly between both genders; second, an online questionnaire was administered to gather comprehensive data. Third, meticulous observations were conducted, involving the study, analysis and mapping of students' activities using maps and photos. Lastly, a walk shop was organized, with a focus group comprising of female participants. The collected data was then analyzed using SPSS descriptive statistics and the Pearson product-moment correlation coefficient, enabling the identification of key patterns and evaluating female students' satisfaction levels.FindingsThe findings unearth a distinctive perspective on the perception and needs of females within a unique subset of open spaces, referred to as “campus open spaces,” in the context of a gender sensitive urban design. This exploration provides valuable insights into the intricacies of gender dynamics within public spaces, contributing to a more inclusive and equitable environment for all individuals at Effat University, framework shows some of significant indicators that effect on other indicators strongly as sense of safety and security and the diversity of activities that increase visiting rates, sense of belonging.Originality/valueThis research presents a framework aimed at improving the concept of equitable and inclusive, open spaces, particularly on campuses within significant communities like KSA. The focus is on creating fair shared places that facilitate interaction and cater to the social and cultural needs of students, with a particular emphasis on supporting female students. By enhancing their sense of belonging and addressing their unique requirements, this framework aims to positively impact their academic performance while fostering an inclusive and engaging campus environment.

Strength-Based Learning: An Autoethnography of an Introductory Instructional Design Graduate Course

The purpose of this article is to investigate how to use a strengths-based lens that is highly contextualized, in an ecology (i.e., online graduate course) that shows the value of the socio-emotional interactions or climate. I used an autoethnographic approach to problematize myself so that I could ask contemplative questions as a result of reflection. My data collection process drew upon personal narrative, reflection, and anecdotes, which I analyzed in a graduate-level online learning context with a strengths-based lens to shed light on broader U.S. higher education online learning cultural and theoretical concepts such as organizational justice theory, connectivism, digital learning ecosystems, inclusive design, design justice, and strengths-based learning approaches. Three key cultural phenomena are revealed in this autoethnography. Finally, I discuss this study’s limitations, some implications for faculty, IDs, and SMEs, and suggest areas for further research.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society.

Inclusive Apparel Design Exploring the Impact of Size Diversity, Adaptive Clothing for Disabilities, and Gender-Inclusive

Inclusive apparel design has emerged as a critical paradigm shift within the fashion industry, challenging traditional norms and advocating for diversity and representation. This review paper examines the multifaceted landscape of inclusive apparel design, focusing on three key aspects: size diversity, adaptive clothing for disabilities, and gender inclusivity. By exploring the challenges, advancements, and potential future directions within each domain, this paper seeks to underscore the importance of inclusivity in fostering empowerment, dignity, and self-expression for individuals of all body types, abilities, and gender identities.

Assessment style in interdisciplinary education – challenges in creating equitable assessment opportunities

ABSTRACT Interdisciplinary education has become increasingly prominent in the higher education landscape over the past several decades. However, it is unclear if interdisciplinary learning environments offer students an equitable learning opportunity. This research paper examines the performance of 435 undergraduate students from different disciplinary backgrounds who enrolled in and completed two interdisciplinary project-based courses. The results of this study indicate that different assessment styles in interdisciplinary courses tend to benefit students from certain disciplines while disadvantaging others. This paper goes on to consider this problem from an equity perspective, cautions educators to consider the challenges, and encourages inclusive assessment design to ensure students are presented with equal opportunity in interdisciplinary learning environments. This paper offers a substantive contribution to the field by highlighting a need for more research on inclusive assessments in interdisciplinary education.

Urban Gardening as Food Commons: METU Garden

The inadequacy of agricultural production due to environmental factors and injustices in accessing food as a result of increasingly profit-oriented production-distribution-consumption processes have led to the food crisis in many cities worldwide. The fragility of the current food systems in the face of all these problematic conditions calls for alternative strategies to be developed. Food commons, in this sense, emerges as a novel form of commoning that blends practical aims (sharing of land, resources, and tools) with social aspirations (fostering cooperation, self-management, and community involvement) of the urban commons to address food-related problems. In this context, this study focuses on collective food production within urban gardens while accepting urban gardening as a form of food commoning. It further explores the role of common spaces and the social dynamics of urban gardening groups for urban food production. All these are discussed through a selected case study: METU Garden (ODTÜ Bostanı). Accordingly, this research aims to relate the social structures and spatial qualities of the METU Garden to food commons theories and frameworks. Acknowledging how food commoning practices occur in community-led urban gardens such as METU Garden can contribute to developing novel, bottom-up, and inclusive design strategies to tackle food-related problems in cities.

Game accessibility course design modules in higher education

Game accessibility has evolved significantly during the last 10 years, both within the industry and in research. Further inclusion in both games and the game industry requires educational resources useful within game curricula, which has been developed by the industry, to raise awareness about design and development regarding game accessibility and related issues. The purpose of this paper is to explain how inclusive game design and game accessibility can be taught to students in higher education, for curricular design, in-between generic curricula and practice. A tentative curriculum framework (TCF) was developed by the author and a co-author, based on feedback from peers. The problem is that there is still a gap between the basic structure of the TCF and how to apply it in higher education courses. The goal with this paper is to exemplify how this can be done with a set of generalized modules with course activities based on teaching by the author for two decades, that can be implemented in higher education courses, either modified or as-is, related to the TCF. A set of example modules consisting of activities is presented that can be adapted and applied by peer educators. Future work involves transforming the modules themselves into open educational resources, organized based on the TCF. Hopefully, this can motivate peer educators to also contribute with further open educational resources in a common repository, to aid each other as a community of educators developing best practices for teaching about game accessibility in higher education.

Enhancing Visual Communication through Experience Design in Virtual Reality Technology

The integration of virtual reality (VR) technology into visual communication is revolutionizing the way we perceive and interact with information. This abstract explores the utilization of VR for experience design aimed at enriching visual communication practices. Through a synthesis of theoretical frameworks and practical applications, this study investigates how VR environments can be leveraged to create immersive and interactive visual experiences, transcending traditional communication barriers. Beginning with an overview of visual communication principles, the abstract then delves into the intricacies of VR technology, highlighting its unique capabilities and potential impact on communication design. By examining case studies and empirical research, it elucidates how VR can facilitate experiential storytelling, foster empathetic connections, and engage audiences on a profound level. Furthermore, the abstract discusses key considerations in the design and implementation of VR-based communication experiences, including user interface design, narrative structure, and sensory engagement. It also addresses challenges such as technological limitations and ethical implications, underscoring the importance of responsible and inclusive design practices. Ultimately, this abstract underscores the transformative potential of VR technology in redefining visual communication paradigms. By embracing experiential design principles and harnessing the immersive capabilities of VR, communicators can create compelling narratives and foster meaningful connections in ways previously unimaginable, thereby reshaping the landscape of visual communication in the digital age.

Evaluating public spaces through the concept of other: A heterotopic approach

This study offers a critical evaluation and an alternative urban reading method for public spaces in the contemporary architectural environment by examining the presence of different identities in different spaces through the concept of heterotopia and its expansions. The exploration of heterotopia as an instrument and its methodological application in the analysis of public spaces highlights the pursuit of culturally resilient urban environments that are adaptable and meaningful for all users. Therefore, the study formulates a systematic evaluation method for public spaces by incorporating a comprehensive methodology that integrates both theoretical exploration and practical observations. The concept of heterotopia, which unfolds through parallel text–space readings, has provided the opportunity for a comparative analysis based on the differences between its definitions and the user profiles and usage practices of public spaces. This study establishes a consistent analytical framework through a meticulously crafted "seven-step view lens" derived from an extensive review of architectural discussions on heterotopias. This innovative lens categorizes heterotopias into three distinct groups according to specific criteria and contexts, facilitating a detailed examination of public spaces' diverse aspects. By systematically categorizing the identified heterotopias, the study not only deconstructs their existing narratives but also proposes transformative strategies for future design interventions. Such categorization allows for a nuanced critique and interpretation of public spaces, potentially guiding the design of urban areas that are more inclusive and reflective of societal needs. These classifications offer a fresh perspective on public spaces, revealing their potential as platforms for vibrant social interaction and cultural expression, thereby contributing to the dialogue on urban resilience. Hence, the multifaceted nature of heterotopia offers a powerful lens for understanding urban complexity, informing a shift towards inclusive, sustainable, and resilient design. Ultimately, the study highlights the role of heterotopia as a method that interrogates the production of spaces coexisting with the 'other,' unravels its dynamics, and proposes an approach for creating dynamic, inclusive, and adaptive public spaces. This study will contribute to architectural discourse by offering a new perspective on how public spaces can be designed or reimagined to accommodate and reflect the diversity and dynamism inherent in contemporary urban life and offers a pathway for crafting public spaces that are resilient to social and cultural flux while serving as platforms for diverse community engagement.