ENABLED chapter intro

With the growing recognition of digital accessibility as a critical need in our society to prevent exclusion, understanding how this subject is introduced and taught is of both theoretical and practical importance. Foundational digital accessibility education represents a key opportunity to cultivate early awareness, shape inclusive attitudes, and develop essential competencies among learners. However, the field remains under-theorized in terms of clearly defined learning objectives and standardized curricular components.

Drawing on peer-reviewed articles, conceptual frameworks, and empirical studies across disciplines including education, human-computer interaction, and disability studies, this chapter synthesizes the existing literature to map out the foundational structure of digital accessibility awareness education. The analysis identifies recurring themes and pedagogical priorities, including legal and ethical imperatives, technical and design-based competencies, and user-centered perspectives that foreground lived experience and accessibility barriers.

The chapter is organized into three main sections. Section 1 outlines the core learning objectives that the literature associates with foundational accessibility education. Section 2 identifies the common curricular components and teaching strategies employed to deliver these objectives. Finally, Section 3 explores gaps, inconsistencies, and emerging trends within the literature, highlighting areas for future development and refinement. Together, these findings provide a synthesised account of how foundational digital accessibility awareness is conceptualised and taught within academic contexts.

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