Abstract Purpose The study aims to systematically evaluate studies focused on the evaluation of Massive Open Online Course (MOOC) platforms and existing frameworks to evolve an integrated model for the comprehensive evaluation of MOOC platforms. Design/methodology/approach The study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, and the Web of Science (WoS) database was used to retrieve the data. A thematic analysis method was used to critically examine the existing frameworks identified in different studies to identify different criteria concerning various aspects of MOOC platforms. The identified criteria were further analysed to include different components concerning different aspects of MOOC platforms to propose a theoretically grounded integrated evaluation framework for MOOC platforms. Findings The findings highlight a diverse set of evaluation frameworks used in MOOC research, including Kirkpatrick’s Model, Quality Matters (QM) Evaluation Framework, and Web Content Accessibility Guidelines (WCAG). After critical analysis and discussion among peers, the study identified six major evaluation dimensions: course design and structure, learner engagement, instructional quality, assessment and learning outcomes, technical and administrative factors, and demographic and completion metrics. Furthermore, the results reveal that most MOOC research is concentrated in China, the UK and the US. Additionally, most studies employed quantitative and mixed-method approaches, with surveys being the most commonly used data-collection tool. Furthermore, xMOOC is a commonly studied platform, and the highest number of publications were published in 2024. Originality/value The study offers a unique integrated framework by synthesizing existing MOOC evaluation frameworks, providing a practical tool for the consistent and comprehensive assessment of MOOC platforms.

The most significant change in education due to the pandemic is the implementation of online evaluation methods. Online exams provide students with the flexibility to take tests from any lo-cation. Although online examinations offer flexibility for learners to participate from any loca-tion, their implementation still faces various challenges, such as the potential for cheating, tech-nical disruptions, and limited accessibility for users with diverse physical conditions and digital competencies. These issues highlight the need for designing online examination interfaces that are not only easy to use but also inclusive. This study aims to design the user interface and user expe-rience by employing the design thinking approach and applying the Web Content Accessibility Guidelines (WCAG) to enhance interface accessibility starting from the design phase. The WCAG 2.0 standard, developed by the W3C, is applied as a guideline for meeting accessibility require-ments. The WCAG principles implemented include perceivability, operability, understandability, and robustness. Usability testing on the prototype was conducted using the System Usability Scale (SUS), scoring 69. This score indicates that the designed prototype falls into the "marginal high" category within the acceptability range. Accessibility testing using Axe for Designers indi-cated that, overall, the prototype met accessibility requirements. The results also show that inte-grating WCAG 2.0 principles during the design stage effectively enhances the accessibility of the user interface.

Research shows that hospitality and tourism organisations overlook the importance of website accessibility and their information remains inaccessible to a growing market of people with disabilities (Singh et al., 2021). International standards, such as the Web Content Accessibility Guidelines (WCAG) 2.0 (https://www.w3.org/TR/WCAG20/) developed by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C), provide an effective means to identify and remedy website accessibility issues. Our study evaluated Chinese tour operators' websites for their compliance with WCAG 2.0 Guidelines. The findings confirmed that greater attention is needed to provide accessible website information for Chinese tourists visiting New Zealand; a key visitor market that is increasingly characterised by an ageing population and higher prevalence of disabilities. Website accessibility benefits people who have physical, sensory, intellectual, and other disabilities. Information is essential to this group of potential visitors for pre-trip planning, and crucially, in assessing the accessibility of hospitality or tourism organisations’ offerings. Four main principles form the basis of website accessibility and are stipulated in the WCAG 2.0 Guidelines: 1) Perceivable: Ensuring the website provides information in multiple sensory formats, such as providing alternative text for images, captions for videos, and enhancing the ease of seeing and hearing content by using high-contrast colours and font types to enhance the visibility and audibility of content. 2) Operable: Ensuring the website supports navigation of content by keyboard without a mouse, such as providing keyboard shortcuts. 3) Understandable: Ensuring the website’s content is easy to understand by using a consistent layout, maintaining uniform colour contrasts and fonts, and centralising the navigation bar to help users locate and interact with the website. 4) Robust: Ensuring the website is adaptable for various assistive technologies, such as screen readers and magnifiers (Caldwell et al., 2008). Our study applied these four principles to evaluate the accessibility of the websites of seven Chinese tour operators identified as Tourism New Zealand’s preferred partners in China (Sohu, 2018). For the principle of ‘perceivable,’ some websites lacked alternative text for images, videos, and audio, which could render content difficult to access by users with disabilities. Regarding ‘operable,’ challenges included limited keyboard shortcuts and inconsistent navigation structures that hinder the usability of websites for people with limited/hand functions who rely on keyboard navigation instead of the mouse. By contrast, the websites generally did well in terms of being ‘understandable,’ with clear instructions and consistent layout, and ‘robust’, as all but one of the websites were compatible with assistive technologies, e.g. allowing screen readers to interpret webpage content accurately. The accuracy of the webpage content was achieved by providing well-structured HTML sectioning elements, e.g., header, nav, and main. Implementing the four accessibility principles is crucial to ensure that websites can be accessed by all, including people with disabilities. Further enhancements may include using accessibility symbols and icons to denote accessibility features and setting up a dedicated accessibility information page on the website. Importantly, integrating reviews from people with disabilities who have used the organisation’s services can help others find the information they need more quickly and efficiently. By complying with international accessibility standards and considering the accessibility of their websites, hospitality and tourism organisations can reach a wider audience and demonstrate social responsibility.

The Web Content Accessibility Guidelines (WCAG) facilitate equal accessibility to websites for people with impairments. However, the adoption of this standard remains low, leaving much of the web inaccessible to millions of users with an impairment. This paper seeks to understand why this standard has had limited impact. As the European Accessibility Act required businesses to have accessible websites from June 2025 there is growing pressure to make improvements. Moving beyond the technical evaluations that dominated past research, this study looks through a standardisation lens at likely reasons for the private sectors’ limited use of the web accessibility standard. We compare accessibility differences per industry quantitatively. We then go back to the literature and look at government practices to identify solutions for web accessibility barriers. This allows us to provide a new perspective on how web accessibility can be improved. Our findings identify two main obstacles: a lack of awareness of the WCAG standard, and difficulties in understanding and implementing it. Implementation is hindered by a shortage of developers with accessibility expertise, and by the absence of sanctions for non-compliance. To conclude, the new law first needs to tackle the barriers to web accessibility and introduce a reasonable risk on sanctions as impetus for change.

The article discusses the issues of arguing the concept of digital accessibility in e-learning from a theoretical and practical perspective, considering the psychological and pedagogical theories that are applicable to learning with information and communication technologies. It also takes into account the existing requirements for organizing accessible digital content, such as Web Content Accessibility Guidelines (WCAG). The analysis of cognitivism, behaviorism, constructivism, and connectivism allowed to identify and clarify the importance of digital accessibility for implementing all theoretical approaches in practice. It also helped to establish a mutual correspondence between these approaches and the key principles of WCAG 2.2, based on the factors that determine the effectiveness and accessibility of e-learning. It has been shown that the theoretical models developed by the school of cognitivism most accurately explain the essence of digital accessibility in e-learning as a fundamental basis that enables the ability to perceive, process, and store educational information in long-term memory. Errors in digital accessibility can cause disruptions in information processing, leading to problems in the functioning of the overall information processing system, from receiving signals from the environment to storing new knowledge in memory. The cognitive load theory, which states that effective learning occurs only with an appropriate level of cognitive demand on the learner's working memory, aligns with the concept of digital accessibility implying adaptability, flexibility, lapidarity, simplicity and clarity of presentation of digital content. Further prospects for exploring the concept of digital accessibility in e-learning involve a practical examination of its implementation in conjunction with various learning theories.

Background: Digital inaccessibility remains a significant barrier to inclusion. WebAIM’s 2025 report indicates that only 5.2% of the top one million website homepages fully conform to accessibility standards, reflecting a marginal improvement of 3.1% in Web Content Accessibility Guidelines (WCAG) compliance over the past six years. This stagnation underscores a persistent skills gap within the technology sector, primarily attributed to software engineers’ limited foundational knowledge and technical expertise in digital accessibility. While academic institutions have begun integrating accessibility into computing curricula, effective training strategies for practicing software engineers remain underexplored. Methods: We developed two serious games, A11yMythBuster and A11yBugHunter , designed to enhance accessibility awareness and technical proficiency. The design and evaluation of these games use the Design-Based Research (DBR) approach, with this study representing the first iteration of the iterative development cycle. The impact of these games was assessed through a mixed-methods study involving 125 software engineers. Data collection methods included pre-post surveys, gameplay data, and semi-structured interviews to capture changes in both skills and attitudes. Results: Participants demonstrated substantial improvements in technical accessibility skills following gameplay interventions. The study also revealed a marked attitudinal shift, with engineers showing increased commitment to prioritizing accessibility in their software development practices. Both quantitative metrics and qualitative feedback indicated that the game-based approach effectively bridged knowledge gaps while fostering cultural change within development teams. Conclusions: Game-based learning can effectively address both technical and attitudinal barriers to digital accessibility implementation among software engineers. Our findings suggest that serious games offer a scalable strategy to advance accessibility education in the tech industry. This study contributes to the growing literature on innovative, evidence-based interventions for digital accessibility education and provides a practical approach to improving WCAG compliance in software development.

Digital technologies have transformed how information is accessed and shared; however, individuals with disabilities continue to face significant barriers in engaging with educational content. The shift to electronic formats presents an opportunity to promote inclusion by integrating accessibility features. Accessible e-books are essential for fostering equitable participation in learning environments, supporting lifelong learning, and aligning with global sustainability goals such as SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). While international frameworks like the Web Content Accessibility Guidelines (WCAG) advocate for accessible publishing, significant gaps remain. This paper presents a Systematic Literature Review (SLR) aimed at examining the role of accessibility features in shaping the quality, usability, and affordability of e-books. Based on well-defined guidelines, we defined and executed an SLR protocol, identifying 1618 studies in seven different scientific databases. At the end of the review process, we selected 74 studies to answer four research questions related to the accessibility features employed by e-books and their reading platforms. By synthesizing existing evidence, this review highlights barriers, best practices, and strategic pathways to inform educators, publishers, and policymakers. Ultimately, this study advocates for the development of inclusive and sustainable digital content ecosystems that meet the diverse needs of all learners.

Disruptive technologies create value tensions that students need to consider, irrespective of their discipline or professional context. These value tensions arise when competing values are present in a technosocial context. In 2018-2019, a card-based ethics learning tool was created to support students in developing values-based ethics and data literacy competencies. The cards engage students in considering ethical dilemmas and values when designing or using technologies and are informed by doctoral findings and classroom observations (Fernando, 2017; Fernando, 2020). The first prototype of these cards was primarily aimed at undergraduate IT students, and was presented to local collegiate communities, at MozFest 2019, a conference sponsored by Mozilla, and at ETHICOMP 2020, the leading international computer ethics conference (Author, 2020). This early prototype of the conversation cards was based on value tensions but had not been validated or expanded to address the values-based ethics competencies in other discipline contexts. At present, the authors are working on a funded Scholarship of Teaching and Learning (SoTL) project to extend the initial prototype by applying the theorising of Shannon Vallor (2018) and Shoshana Zuboff (2019) to the value tensions conceptual framing. Vallor (2018) theorised 12 technomoral virtues that people should consider when using or designing technologies, whereas Zuboff (2019) theorised surveillance capitalism, where the commodification of personal data through the design and use of technologies may curtail human freedom and dignity. The technomoral virtues and surveillance capitalism informed our identification of values to include in the conversation cards. These theoretical framings provide rigour while establishing clarity for learners. Student-centred and active learning pedagogical principles are realised in the conversation cards (Dada et al., 2023). The cards support problem-solving, reasoning, ethical understanding and responsible decision-making, while allowing for flexible, self-paced, learning in pairs. A PRISMA scoping survey revealed that such cards are an innovative contribution to the field, and at present we are validating the cards through a repeated-measures study followed by focus group discussions. The repeated-measures study uses a factor vignette survey eliciting responses on a 7-point Likert scale eliciting quantitative data to be analysed with an Ordinal Logistic Regression, to reveal which combinations of social and market values are the most readily identifiable as problematic. The focus groups will explore participants’ thoughts and responses about the cards to elicit qualitative data to contribute nuance and clarity to the quantitative data. To support future educators, this project will enhance educational accessibility by developing an Open Educational Resource (OER). The effective implementation of the OER hinges on User Experience (UX) and usability principles and its development will be guided by Jacob Nielson’s 10 Usability Heuristics (1994) and Norman’s broader design principles (2013). The OER interface will incorporate clear navigation and intuitive interaction to guide learners through complex ethical reasoning while being highly usable (Mayer, 2014) and will provide a feedback-rich environment. The OER will be platform independent, support diverse disciplines and educational approaches (Bower, 2010). Adopting the Web Content Accessibility Guidelines (WCAG) principles (W3C, 2023) will ensure universally accessibility, while visual design principles (Williams, 2014) will immerse learners and facilitate understanding of complex ethical dilemmas.

In today’s digital ecosystem, ensuring the accessibility and inclusivity of online platforms is a cornerstone of quality assurance (QA). This study proposes an integrated, AI-driven QA framework that bridges usability, accessibility, and emerging technologies for government and e-commerce web services. By aligning QA practices with the Web Content Accessibility Guidelines (WCAG 2.1) and ISO/IEC 25010 standards, this research emphasizes inclusive design that accommodates users of diverse abilities and contexts. The framework incorporates both functional and non-functional parameters, such as performance, security, readability, mobile responsiveness, and user experience within a systematic testing process. Advanced technologies like machine learning, automated accessibility validation tools, and big data analytics are leveraged to predict and mitigate potential usability barriers. The study highlights how integrating AI-powered analytics can enhance compliance, personalization, and efficiency across platforms. The outcomes aim to guide policymakers, developers, and QA practitioners in creating user-centric, equitable, and trustworthy web environments that support the goals of Digital India and global digital inclusion initiatives.

This article presents a process for using TeX4ht to convert LaTeX documents into accessible Hypertext Markup Language (HTML) and Electronic Publication (EPUB) formats, aiming to reduce document processing barriers for open educational resource (OER) practitioners. These practitioners—including instructor-authors, librarians, and instructional designers—are often responsible for making mathematically intensive and other openly licensed documents accessible (e.g., compliant with the Americans with Disabilities Act (ADA) Web Content Accessibility Guidelines (WCAG) AA 2.1 standard) for individuals with print disabilities and those who rely on screen reader technologies. Despite this responsibility, many practitioners are either unfamiliar with or under-supported in using existing technical conversion tools such as Pandoc, AMS TexML, the LaTeX axessibility package, and LaTeXML. These tools are often perceived as overly technical and time-intensive to learn. Other options, such as ADA-compliant LaTeX-to-PDF tagging tools, are not yet non-operational. Rekeying entire manuscripts is labor-intensive, and the common fallback, manually remediating (e.g., tagging) PDFs, fails to meet sustainability standards. This approach bolts accessibility features onto the PDF after recompilation, rather than embedding them into the source files. As a result, accessibility tagging must be redone each time the LaTeX source files are edited and recompiled, undermining long-term accessibility and maintainability. In this article, we offer both a rationale and a step-by-step guide for converting LaTeX source files into HTML and EPUB formats for book-length, mathematics-intensive OER. We introduce command-line prompts suitable for users new to the command line. Having faced these challenges ourselves, we aim for this documentation to support staff in library-based OER initiatives, under-resourced OER publishing programs, authors in mathematically intensive STEM disciplines, and LaTeX users seeking sustainable accessibility solutions.

This paper outlines the development and assessment of a gamified solution called Task Complete, designed to enhance productivity and promote positive habits, particularly among individuals with Intellectual Disabilities. The solution converts daily tasks into motivational elements, motivating users through virtual rewards. It was created using User-Centered Design principles and was developed and tested with a focus on accessibility and usability. The project incorporated the PENS model and Web Content Accessibility Guidelines (WCAG) to ensure the solution is inclusive and suitable for a wide range of user profiles. We also performed a heuristic evaluation aided with Large Language Models in some tasks to identify issues and create a better solution.

Abstract Within the European Union and other jurisdictions, government agencies are required to make digital offerings like websites, apps, or documents accessible such as by following the recommendations of the Web Content Accessibility Guidelines (WCAG). Using websites of Swedish public sector organizations and automated accessibility checking tools, we both assess to which degree those websites achieve the legal requirements and which limitations the used tools have. Our results show that the median number of unique violated success criteria is only two or less for most tools, but the tools cover only one sixth of all WCAG success criteria. Tools differ in their assessments due to several reasons, such as the size and complexity but also inconsistency of WCAG and related documentation (‘techniques’), and typical software engineering problems in the corresponding implementations. To improve the coverage and quality of tools we suggest the incorporation of scientific knowledge, for example on readability testing, and the creation of a benchmark suite similar to those in related fields like PDF/A validation.

Purpose This paper aims to present a practical case study from the University of Nairobi Library, outlining the efforts to enhance digital inclusion for Students with Disabilities (SWDs). This study focused on three key areas of support: interdepartmental collaboration, financial investment in accessibility and staff training. Through a direct survey of SWDs and interviews with library and disability services leaders, the authors identified practical challenges and opportunities. This paper shares the findings and offers actionable recommendations for academic libraries aiming to create genuinely accessible digital environments, drawing on real-world experiences from a major Kenyan institution. Design/methodology/approach This study used a practical, user-centered case study approach at the University of Nairobi Library. Data was gathered through a direct survey administered to SWDs to capture their experiences and perspectives on digital resource accessibility. In-depth interviews were conducted with three key personnel: the University Librarian, the Systems Librarian and the Director of Disability Services. This dual approach provided a comprehensive understanding of digital inclusion from both the user’s standpoint and the institutional, administrative and technical perspectives, allowing for the identification of practical challenges and opportunities. Findings The assessment revealed that, although a willingness to cooperate exists, interdepartmental collaboration on digital accessibility is primarily informal and reactive, resulting in fragmented efforts and student confusion regarding support. Funding for accessibility initiatives is inconsistent and insufficient, resulting in outdated assistive technologies and limited accessible content. Furthermore, library and IT staff demonstrate a clear need for specialized training in assistive technologies, Universal Design principles and Web Content Accessibility Guidelines (WCAG) standards, impacting their ability to provide comprehensive and proactive support to SWDs. Research limitations/implications This study, being a single-institution case study at the University of Nairobi Library, inherently limits the generalizability of its findings to other academic libraries, particularly those in different socio-economic contexts or with varying institutional structures. While the findings offer valuable insights into a major Kenyan institution, direct replication of all recommendations might require adaptation elsewhere. However, the detailed exploration of challenges such as fragmented collaboration, insufficient funding, training gaps and the practical, actionable recommendations provides significant implications for academic libraries in similar resource-constrained environments globally. The user-centered approach emphasizes the crucial need to integrate student perspectives to improve digital inclusion efforts genuinely. Future research could explore multi-institutional comparative studies to validate and broaden these findings. Practical implications This study provides actionable steps for academic libraries to enhance digital inclusion genuinely. Libraries should formalize interdepartmental collaboration through dedicated task forces and embed accessibility in all digital resource procurement. Crucially, securing a consistent and protected budget for assistive technologies, content conversion and accessible resources is vital. Finally, mandatory, ongoing staff training in Universal Design, WCAG and disability awareness will equip staff to provide effective and proactive support, directly improving the learning experience for SWDs. Social implications Successfully implementing digital inclusion as outlined in this study extends beyond mere compliance; it fosters a more equitable and inclusive educational environment. By addressing accessibility gaps, the University of Nairobi Library empowers SWDs to participate fully in academic life, reducing feelings of marginalization and enhancing their self-reliance and academic success. This promotes a societal shift toward valuing diversity and ensuring equal opportunities for all individuals, ultimately contributing to a more inclusive and productive citizenry in Kenya and beyond. It also serves as a model for other institutions to champion social equity. Originality/value This case study offers significant originality and value by providing a rare, practical and in-depth examination of digital inclusion efforts at a major public university in a developing country context, specifically, the University of Nairobi Library in Kenya. Unlike theoretical discussions, it draws on real-world experiences from both SWDs and key institutional staff. The direct identification of specific, actionable challenges (informal collaboration, inconsistent funding and training gaps) and the subsequent provision of concrete recommendations make this a convenient and valuable resource for academic libraries globally, especially those facing similar resource constraints and aiming to move from policy to tangible, impactful implementation.

The accessibility of web resources for people with disabilities is a key element in creating an inclusive digital space. In the modern world, where the internet plays an important role in everyday life, ensuring equal and free access to online resources for all categories of users, including people with disabilities, becomes a priority task. For this purpose, international standards WCAG (Web Content Accessibility Guidelines) were developed, which contain recommendations for creating websites that are convenient for perception and use by people with various types of health impairments, such as problems with vision, hearing, or motor skills. The goal of the work is to study the accessibility barriers of Russian internet resources for persons with visual and hearing impairments and to propose measures for their elimination in accordance with international WCAG standards. In Russia, the issue of web resource compliance with these standards remains relevant, especially against the backdrop of an increasing number of users with disabilities. The growth of this population category underscores the need to adapt websites to their needs. However, many Russian web resources still do not meet accessibility requirements, which creates barriers for people with disabilities.

Abstract The Web Content Accessibility Guidelines (WCAG) have been the primary benchmark for web accessibility evaluation for over two decades, influencing legislation and integration into Computer Science university degrees curricula. However, teaching and learning WCAG can be challenging, particularly for students lacking advanced technical skills. This study examines the use of service-learning as a strategy to engage Computer Science students by having them assess the accessibility of their local city council websites, thus achieving a social component of learning. The findings reveal positive feedback from students regarding the experience. The evaluations of 94 websites highlight that the most frequent errors and successes reveal that 55% of the identified errors belong to level AAA, while 30% are at level A. Most of these errors hinder accessibility under the perceivable principle. Conversely, most successes (40%) are associated with level AA and fall within the operable principle. Additionally, websites from larger and medium-sized cities outperform those from smaller cities, and cities with high or medium gross domestic product (GDP) achieve better results than those with lower GDP with key errors at the operable and perceivable principles at level A criteria.

Against the phenomenological background of multiple experiences of educational access and inclusion, the study focuses on the role of artificial intelligence and asks how algorithmic decision-making can marginalize learners or reduce these exclusionary processes. In view of this, the aim is to determine how AI can provide marginalized and underrepresented learner groups with adaptive access options, taking into account the requirements of DIN EN ISO 9241, the Accessibility Reinforcement Act, the European Accessibility Acts (EAA), the Web Content Accessibility Guidelines (WCAG 2.2), and the German Barrierefreie-Informationstechnik-Verordnung (engl. Barrier-free Information Technology Ordinance, BITV 2.0); which attributions educators, learners, and educational policy makers attribute to the promise of artificial intelligence in inclusive learning environments; and which socio-economic and infrastructural restrictions prevent the standard-compliant integration of these technologies. In this theoretical consequence, a research design with quantitative and qualitative methods is applied, which combines a meta-analysis and a thematic evaluation for the triangulation of results. Based on empirical research, the findings indicate that artificial intelligence can produce learning gains and increased participation in learners with disabilities who use adaptive technologies and assistive devices. However, it can also be exploratively deduced and explicated that these advantages are currently unevenly distributed, are primarily reserved for resource-rich learning environments, and depend on an impartial algorithmic design as well as the available infrastructure and the professional qualifications of teachers. In addition, stakeholders have acknowledged the ability of artificial intelligence to improve accessibility through language and translation tools but have also raised concerns about algorithmic bias, institutional compartmentalization, and a lack of standardized accessibility compliance. It is also clear that financial, technical, and political obstacles are widening the digital divide, especially in rural and resource-poor regions. In this context, it can also be stated that artificial intelligence, if configured adaptively and according to the taxonomy of learning objectives, can compensate for or exacerbate educational gaps, depending on how it is implemented. Last but not least, it is essential to consider that the fair integration of artificial intelligence requires inclusive design principles, ethical governance mechanisms, resilient infrastructure, and the cooperation of all relevant stakeholders, thereby contributing to goal four (SDG 4) of the United Nations 2030 Agenda. Based on this premise, it can be concluded that artificial intelligence should act in a context-sensitive manner by also taking into account processes of enculturation, acculturation, and inculturation. In addition, it should comply with the normative requirements of DIN EN ISO 9241-11, DIN EN ISO 9241-110, and DIN EN ISO 9241-210, as well as the Barrier-Free Information and Telecommunications Act (BITV 2.0), the European Accessibility Act (EAA), and the Web Content Accessibility Guidelines (WCAG 2.2), especially since the Barrier-Free Accessibility Act (BFSG) has been binding in Germany since June 28, 2025. However, current implementations still only partially meet this standard, especially in the tertiary education environment with digitized learning offerings. In this context, it must also implement ethical control mechanisms to ensure that all learners are catered to in a manner appropriate to their target group.

Purpose: This study examines the digital accessibility of websites from top-ranked open universities in India, evaluating their compliance with the Web Content Accessibility Guidelines (WCAG). The focus is on understanding how these institutions adhere to WCAG principles and identifying the accessibility challenges faced by specially abled users. The study examines universities ranked by the latest National Institutional Ranking Framework (NIRF), emphasising the importance of Open and Distance Learning (ODL) and online modes, which are vital for students with physical disabilities. Access to digital resources is crucial for these users, and the university website is often the first point of access. Methodology: The study involves a comprehensive review of WCAG principles and a structured survey of top-ranked Indian open university websites. These websites were evaluated for compliance with WCAG standards. The analysis focused on identifying patterns and gaps in digital accessibility. Findings: The evaluation of three prominent open universities in India reveals varying levels of adherence to WCAG standards. IGNOU demonstrates a balanced performance. NSOU, on the other hand, faces significant challenges. BAOU presents a moderate level of compliance. The study underscores the need for continuous efforts to ensure that higher education websites are fully inclusive and accessible to all students, regardless of their abilities. Value: This study offers a detailed analysis of digital highlighting, including both strengths and areas for improvement. It underscores the importance of accessible digital experiences for specially abled users in higher education, particularly in accessing resources through ODL and online education.

ABSTRACTIntroductionAphasia is a language impairment that affects one-third of people who experience a stroke. Aphasia can impact all facets of language: speaking, understanding, reading and writing. Around 60% of people with aphasia have persistent language impairments 1 year after their stroke, requiring ongoing healthcare and support. In recent years, the internet has become a key resource for the self-management of chronic health conditions. Navigating web content, however, requires language use, and as such, people living with aphasia are more likely to be excluded from digital health and support services. Web Content Accessibility Guidelines exist; however, they do not fully address the unique and diverse needs of people with aphasia, and a significant proportion of websites (over 90%) do not fully adhere to them. This protocol paper describes the first two stages of the Bridging the Digital Divide project, which aims to codesign and develop (a) a web-browser extension to re-render webpages to an ‘aphasia-friendly’ (accessible) format, (b) training tools to help users and health professionals customise the web-browser extension and (c) guidelines for developing communication-accessible websites.Methods and analysisThe research will be conducted using experience-based codesign. In Stage 1a, focus groups will be held with (1) people with aphasia, (2) family members or significant others and (3) health professionals working with people with aphasia. Participants will be asked to share their experiences of accessing (or supporting a person with aphasia to access) healthcare, information and support services on the web. The nominal group technique (NGT) will be used to identify priorities for improving web accessibility for people with aphasia. Focus group data will be analysed using reflexive thematic analysis, and prioritisation data will be analysed using inductive qualitative content analysis. In Stage 1b, eight codesign workshops will be held with representatives of the three key stakeholder groups to iteratively codesign and develop a web-browser extension, training tools and guidelines to support web accessibility.Ethics and disseminationEthical clearance for Stage 1a and Stage 1b of this project has been approved by the University of Queensland Human Research Ethics Committee (Stage 1a approval number: 2023/HE000528, Stage 1b approval number: 2024/HE000721). The outcomes of this research will be disseminated in peer-reviewed journals and presented at national and international conferences. A dissemination and celebration event will be held at the completion of the project.

Accessibility in web systems is essential to ensure everyone can obtain information equally. Based on the Web Content Accessibility Guidelines (WCAGs), the Electronic Government Accessibility Model (eMAG) was established in Brazil to guide the accessibility of federal government web systems. Based on these guidelines, this research sought to understand the reasons behind the persistent gaps in web accessibility in Brazil, even after 20 years of eMAG. To this end, the accessibility of the Integrated Academic Activities Management System (SIGAA), used by 39 higher education institutions in Brazil, was evaluated. The living lab methodology was used to carry out accessibility and usability tests based on students’ experiences with visual impairments during interaction with the system. Furthermore, IT professionals’ knowledge of eMAG/WCAG guidelines, the use of accessibility tools, and their beliefs about accessible systems were investigated through an online questionnaire. Additionally, the syllabuses of training courses for IT professionals at 20 universities were analyzed through document analysis. The research confirmed non-compliance with the guidelines in the software researched, gaps in the knowledge of IT professionals regarding software accessibility practices, and inadequacy of accessibility content within training courses. It is concluded, therefore, that universities should incorporate mandatory courses related to software accessibility into the training programs for IT professionals and that organizations should provide continuous training for IT professionals in software accessibility practices. Furthermore, the current accessibility legislation should be updated, and its compliance should be required within all organizations, whether public or private.

In today's world, e-government has become an increasingly important aspect of public administration. With the widespread use of the internet, many governments have developed websites and portals to provide services and information to citizens. However, the success of these e-government programs depends on several critical factors, such as accessibility, quality, and efficiency. This research evaluated 20 e-government websites and portals in Ghana using a set of industry-standard Web diagnostic tools (TAW3 and Google PageSpeed Insights and W3C Web Validators). The results are presented in this paper. The findings show that none of the evaluated sites meet the recommended Priority AA conformance standard, and there are significant weaknesses in accessibility, quality, and performance. Most of the websites did not follow the Web Content Accessibility Guidelines (WCAG)'s robust, perceivable, operable, and understandable principles, which resulted in non-compliance problems like slow page loads and broken connections. These results underline the necessity of substantial enhancements to Ghana's e-government websites' usability, effectiveness, and efficiency to improve the citizen experience and guarantee the success of e-government initiatives.