Technical prerequisites from the perspective of teachers and students

Inclusivity and digital accessibility are fundamental prerequisites for ensuring equal educational opportunities for all students, especially in the context of online and hybrid learning. Although often relegated to the background of technical and infrastructural aspects, accessibility and inclusive design are essential for creating an educational environment in which all students, regardless of their abilities, can participate equally. This includes ensuring that all digital content, platforms and tools are compatible with the diverse needs of users, including students with disabilities, visual or hearing impairments, reading difficulties, neurodiversions (e.g. dyslexia, ADHD, autism) and other forms of specific educational needs.

Unfortunately, many students still face barriers in the form of inaccessible learning materials. These include videos without subtitles or sign language, texts in inappropriate formats, images without alternative descriptions (alt text), poor colour contrast, the use of unstructured documents that are not readable by screen readers and unadapted platforms that require complex interactions. The lack of universal design affects not only people with disabilities, but also a wider range of users, including those who use mobile devices, have poor internet connections or study in difficult conditions.

There are positive examples of practice in the Croatian higher education system. The umbrella document is the CARNET Digital Accessibility Guidelines. The Faculty of Education and Rehabilitation and the Faculty of Humanities and Social Sciences, University of Zagreb, have recognised the importance of accessibility and, in cooperation with the Offices for Students with Disabilities, have developed specific guidelines and resources for creating adapted teaching materials. This includes creating digital courses in accordance with WCAG (Web Content Accessibility Guidelines) standards, educating teachers on the basics of inclusive design and collaborating with teaching assistants. The Library of the Faculty of Humanities and Social Sciences of the University of Zagreb, the Office for Students with Disabilities, and the Centre for e-Learning Support of the Faculty of Humanities and Social Sciences have been running a project to adapt literature for blind and visually impaired people since 2015. However, such a practice has not yet been systematically established at the level of all universities and higher education institutions, which leads to uneven support and experiences among students. Systematic integration of accessibility into all phases of digital education, from curriculum planning to evaluation, is necessary for the achievement of inclusive and equitable higher education.

MOODLE LMS and accessibility

Within Moodle LMS-based systems (such as Loomen and Merlin), there are a number of tools and features available that support accessibility and inclusive learning. Built-in validation within the built-in text editor allows teachers to check content to ensure that materials meet accessibility standards. Text editors also offer options for adding alternative text to images, structuring titles and using semantically correct content formatting. Students can also use contrast mode or increase font size for easier reading and navigation if the teacher includes an accessibility block in their e-course. Additionally, integration with tools such as the Brickfield Accessibility Toolkit (a commercial solution) allows for systematic monitoring and improvement of the accessibility of all teaching materials in Moodle e-courses. We strongly recommend that teachers test all online activities that are graded or require active student work in a timely manner so that students with certain difficulties have an equal starting position.