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ACCESSIBILITY AND EDUCATION: ARE WE FULFILLING STATE OF THE ART REQUIREMENTS?
Abstract
Digital accessibility has been supported through several global initiatives, starting with the Web Content Accessibility Guidelines (WCAG) 1.0 Recommendation issued in 1999 and continuing with the WCAG 2.0 ISO 40500 Web Content Accessibility Guidelines or the DIRECTIVE (EU) 2016/2102 on the accessibility of the websites and mobile applications of public sector bodies, all aiming to make information, services, and functionalities of the Web accessible to as many people as possible. Applying such standards and recommendations in education remains an issue, as awareness on accessibility and its requirements is limited among those creating educational content, as well as among those designing and implementing educational web sites and applications. Research on digital accessibility has identified lack of awareness, resources, and specific training related to accessibility as key top challenges that need to be overcome in the next few years. The paper presents an overview of the accessibility features available in mainstream applications and tools that content creator can use to develop accessible and inclusive digital learning content and discusses the findings of an online questionnaire that aimed to gather insights on the availability, user-friendliness and use of accessibility features available in tools such as Open Office, Microsoft Word, Microsoft PowerPoint, PDF, videos and educational games. Findings have shown that digital accessibility practices are not widely spread, a…
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“Ştefan et al. (2021) among others cites three main challenges to students being able to access digital content that is accessible: 1. Lack of awareness: a significant number of the content creators (teachers, instructors, learning designers) are not aware of the existence of these functionalities.”
From The EU Accessibility Act and Web Accessibility Directive and the implications for Digital Teaching and Learning Materials (2022) · cites this paper as Ştefan et al., 2021
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Self-Assessment Guide to Quality in Accessible Virtual Education: An Expert Validation
Timbi-Sisalima, C., Sánchez‐Gordón, M., Otón, S., & Mendoza-González, R. (2024) · Sustainability · doi:10.3390/su162210011 · Cited by 17
Loaiza-Ramírez, I., & González-Beltrán, B. A. (2025) · Universal Access in the Information Society · doi:10.1007/s10209-025-01270-y · Cited by 16
Digital Games and Mobile Learning for Inclusion: Perspectives from Special Education Teachers
Piki, A., & Markou, M. (2023) · International Conference on Behavioral, Economic, and Socio-Cultural Computing · doi:10.1109/besc59560.2023.10386117 · Cited by 10
Marcus-Quinn, A. (2022) · Routledge Open Research · doi:10.12688/routledgeopenres.17581.1 · Cited by 8
“Ştefan et al. (2021) among others cites three main challenges to students being able to access digital content that is accessible: 1.”
BackgroundSciarretta, E. (2025) · European Journal of Education · doi:10.1111/ejed.70104 · Cited by 5
Metadata
- Authors
- Stefan, I. A., Baalsrud hauge, J., Sallinen, N., Stefan, A., & Gheorghe, A. F.
- ORCID
- Sallinen, Niina
- Venue
- eLearning and Software for Education
- Publisher
- ADL Romania
- Published
- 2021-04-22
- Volume
- 1
- Pages
- 579-587
- ISSN
- 2066-026X (ISSN-L)
- OpenAlex
- W4321847063
- Cited by
- 13
- References
- 0
- Citations by year
- 2025: 5 · 2024: 2 · 2023: 1 · 2022: 3 · 2021: 2
- FWCI
- 2.63
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- eLearning and Software for Education (publishedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Social Sciences › Education › Educational Technology in Learning
- Social Sciences › Education › Disability Education and Employment
- Keywords
- digital accessibility, curriculum content, Web Content Accessibility Guidelines, accessibility awareness, accessibility training, educational websites, Microsoft Office, PDF accessibility
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