Abstract:

This study investigates how inclusive digital curriculum design can be effectively embedded in post-pandemic higher education to reduce structural barriers faced by learners with disabilities. The rapid transition to online and hybrid learning during the COVID-19 crisis accelerated digital adoption, but also revealed persistent accessibility gaps across institutional policies, teaching practices, and support systems.

The research adopts a qualitative multiple-case design involving four universities from different national contexts that have implemented institution-wide digital curriculum reforms. Data were collected through three main sources: analysis of institutional policy documents and digital education strategies, semi-structured interviews with academic staff, instructional designers and disability support professionals, and focus groups with students with disabilities.

The analysis of policy documents shows that, although all institutions explicitly reference inclusion and accessibility, only two universities embed clear operational standards, such as mandatory accessibility guidelines for digital content and platform procurement criteria. In the remaining cases, accessibility is addressed at a declarative level, without measurable indicators or accountability mechanisms.

Findings from semi-structured interviews reveal significant variation in staff preparedness. In two institutions, structured training in Universal Design for Learning is systematically implemented, leading to consistent use of accessible formats, captioned materials, and flexible assessment methods. In contrast, in the other cases, staff rely on individual initiative, resulting in uneven application of inclusive practices and limited adaptation of digital resources for students with sensory and cognitive impairments.

Data from student focus groups highlight concrete barriers, including inaccessible learning management system interfaces, lack of alternative formats for course materials, and rigid assessment structures that do not accommodate diverse needs. At the same time, students report improved engagement in courses where accessibility features are embedded from the design phase, such as recorded lectures with captions, screen-reader compatible materials, and flexible deadlines.

The study identifies three key mechanisms that enable inclusive digital curriculum design: early integration of accessibility in course planning, institutional coordination between academic and support services, and continuous staff training aligned with accessibility standards. Conversely, fragmented governance structures and the absence of enforceable institutional strategies lead to inconsistent student experiences.

The novelty of this research lies in its multi-level analytical framework that connects policy intentions, instructional design practices, and lived student experiences across multiple national contexts. By triangulating institutional documents, staff perspectives, and student voices, the study provides empirical evidence on how inclusive digital curriculum design operates in practice, beyond declarative commitments.

The paper proposes a conceptual framework that links digital curriculum design, institutional governance, and learner outcomes, offering concrete guidance for universities seeking to operationalize inclusion and accessibility in digitally mediated learning environments.

Keywords:

Inclusive education, digital curriculum, higher education accessibility, disabilities, universal design for learning.