Accessible content and digital equity

Gloria Gomez, Hazel Jones, James R. Birt

Research output: Book/ReportCommissioned reportResearchpeer-review


As educational institutions transition away from traditional face-to face didactic delivery and towards synchronous and asynchronous delivery (including hyflex), new pedagogical practices and technologies that enable digital connection, teacher training in these new methodologies, and addressing learners' emotional and mental needs are required. In addition, institutions must address two rowing interrelated practices: digital equality and accessible materials.
Willems et al. (2019, p. 1) explained this interrelation as “a complex and multifaceted concept. [Digital equity] includes not only access to hardware, software, and connectivity to the Internet but also meaningful, high-quality, and culturally relevant content in local languages, and the ability to create, share, and exchange knowledge. Participatory citizenship in the digital era involves the right to access and participate in higher education. Indeed, it is a key civil rights
issue of the modern world”.

In recent years, the numbers of learners from marginalised groups have gradually increased. For example, Universities Australia claims 2020 estimates of 20% of overall learners reporting a disability, 7% Indigenous, and 2.8%living in rural locations. Universities NZ reports 11% are Māori, 8% are Pasifika learners. Stats NZ 2023 Disability Survey will report on tertiary education participation, barriers (e.g., accessibility of content) and support for disabled respondents.
Original languageEnglish
Publication statusPublished - 2022


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