Ontological and Epistemological Position This research is grounded in a pragmatic paradigm , which embraces methodological pluralism and foregrounds the research question as the primary driver of methodological choices. Rather than aligning exclusively with either a positivist or interpretivist worldview, pragmatism offers a flexible ontological and epistemological stance that recognises the value of both objective and subjective understandings of educational practice. Ontologically , pragmatism rejects rigid dualisms between realism and relativism, instead adopting a situated, action-oriented ontology that acknowledges both the existence of observable educational phenomena (such as curriculum structures or pedagogical practices) and the constructed meanings that teachers and learners ascribe to them. In this study, teacher readiness to teach digital accessibility is understood not as a fixed trait, but as a dynamic construct shaped by contextual, experiential, and sys...
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