Improving Accessibility Standards in Digital Education: A Collaborative European Project

The Digital Education Material (DEM) project, funded by the European Union, is a collaborative initiative led by the Free University of Bozen (Italy), the Graz University of Technology (Austria), the University of Hamburg (Germany), the University of Vechta (Germany), the University of Münster (Germany) and the Centre pour le Développement des compétences relatives à la Vue in Luxembourg. Each institution contributes expertise in different areas, including inclusive education, technical studies, mathematics, geography and visual impairment studies. The ongoing project evaluates the accessibility of digital textbooks in educational contexts. Digital technology, particularly in pandemic and conflict contexts, has supported democratic processes, participation and access to quality learning materials, enabling hybrid and blended learning models and demonstrating the transformative potential of digital books. These tools promote accessibility, inclusivity and personalization through interactive and multimedia features, and have been shown to compete with traditional paper books (Macchia & Torri, 2024a; 2024b). The main objectives include: ? Systematically analysing digital textbooks to assess their accessibility. ? Developing criteria for designing inclusive digital educational resources. ? Providing guidelines for educators and content creators, including technical, organizational, and didactic recommendations to improve accessibility. ? Designing prototype digital textbooks that exemplify optimal accessibility and inclusivity practices. A two-fold approach was adopted: a systematic literature review and the evaluation of existing digital schoolbooks against a set of criteria in the subjects of geography and mathematics for grades 3 and 4, as well as grades 7 and 8. The subsequent development of guidelines was then initiated, employing a qualitative methodological approach and considering a range of technical and pedagogical instruments. Inclusive education is based on the integration of assistive technologies (ATs) to support learners with disabilities by overcoming physical, sensory, and cognitive barriers. Commonly used ATs include screen readers that convert text to speech, screen magnifiers for visually impaired users, and tools for customizing text colour and font to aid those with dyslexia or similar challenges. Additionally, adaptive keyboards, speech-to-text software, and eye-tracking systems provide alternatives to conventional input methods, thereby enhancing accessibility. Assistive technology (AT) also encompasses devices such as hearing aids and mobility aids like wheelchairs, ensuring that individuals with diverse needs can fully engage in educational settings. From an educational perspective, the project aligns with international standards such as the Web Content Accessibility Guidelines (WCAG, 2024), which provide a comprehensive framework to ensure that digital content is perceivable, operable, understandable, and robust for diverse users. Concurrently, PDF/UA (Universal Accessibility) standards emphasise the creation of universally accessible documents compatible with assistive technologies. The Universal Design for Learning (UDL) framework adopts a pedagogical approach to optimizing teaching strategies by incorporating multiple means of representation, engagement, and expression (CAST, 2024). Adapting these frameworks to specific target groups and disciplines ensures that instructional materials meet diverse student needs. Preliminary findings indicate significant gaps in the accessibility compliance of digital textbooks. A common limitation is that many textbooks are not “born digital”, but are scanned versions of printed materials lacking the structural tagging required for assistive technologies. Existing digital content is often supplementary rather than fully integrated into educational materials, with inconsistent adherence to accessibility standards such as WCAG. However, there are examples of good practice where digital content has been specifically designed for accessibility. A critical challenge remains the lack of hybrid models that integrate accessibility-driven content structuring with digital-native design principles, ensuring the full inclusion of learners with disabilities. To address these gaps, the DEM project proposes a comprehensive strategy for improving accessibility, consisting of the following technical, organizational and didactic recommendations: using responsive design for compatibility with assistive technologies and screen sizes, ensuring WCAG and PDF/UA compliance, optimizing formats for accessibility, and enabling customizable settings through role-based adaptations. The DEM project also recommends the provision of guidelines and training for educators to create accessible materials, and the incorporation of accessibility statements in digital platforms for enhanced transparency and usability. It also advocates the introduction of task variety for different learning styles, the use of scaffolding to support different needs, and the implementation of adaptive settings for individual customization, along with feedback mechanisms to assess accessibility interventions. Adaptive learning solutions benefit not only individuals with disabilities but also the broader student population, enhancing personalization and flexibility. The second phase of the research will involve testing materials in partner countries and expanding them to additional disciplines and age groups to amplify impact and utility. Accessible DigitalTextbooks using Universal Design for Learning for Learners With and Without Disabilities. (2019). United Nations Children’s Fund (UNICEF). NewYork. Eco, U. & Carrière, J. C. (2009). Non sperate di liberarvi dei libri. Bompiani: Milano. CAST (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org Digital Education Material (DEM) Projekt (2024a). Kriterienkatalog für die Analyse digitaler Schulbücher: Barrierefreiheit, Didaktik, Technik, Design. https://dx.doi.org/10.3217/en6en-s6205 Kumar, P., & Shanker, A. (2020). Ensuring Accessibility in Digital Learning Resources. In The Unforseen and the Innovation, 64. https://www.researchgate.net/publication/372252135_Enriching_Accessibil… Lee, 2., & Shin, M. (2021). Universal Design for Learning in Adapted National-level Digital Mathematics Textbooks for Elementary School Students with Disabilities. In Exceptionality, 31(1), 36-51. https://doi.org/10.1080/09362835.2021.1938062 Macchia, V. & Torri, S. (2024a). Digital Education between Democratic and Inclusive Opportunities in the Years around the Covid-19 Pandemic. Impulses from Selected Articles from Italian Educational Journals. Italian Journal of Special Education for Inclusion, XII, 1, 17-26. https://doi.org/10.7346/sipes-01-2024-01 Macchia, V. & Torri, S. (2024b). Sviluppo del libro digitale come supporto all’apprendimento: il progetto di ricerca Erasmus + DEM (Digital Educational Material), in S. Pinnelli, A. Fiorucci & C. Giaconi (eds). I linguaggi della Pedagogia Speciale. La prospettiva dei valori e dei contesti di vita. 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