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- Title
Promoting Inclusive Learning Environments: Leveraging University Websites for Digital Empowerment in the Post-COVID-19 Era.
- Authors
Mohammad, Walaa Sayed; Aldakhil, Ali Fahad
- Abstract
In an era of global interdependence, universities play a crucial role in promoting social responsibility and sustainable development. The United Nations Convention on the Rights of Persons with Disabilities emphasizes the empowerment of individuals with disabilities, a key aspect of inclusion. The COVID-19 pandemic underscored the necessity of digital platforms to ensure equitable opportunities, particularly for those with disabilities. It highlighted challenges in transitioning to remote operations and stressed the importance of accessible digital tools in maintaining inclusivity during disruptions. This study investigates how university websites promote social responsibility and empower individuals with disabilities in Saudi Arabia, the UK, and the US. It also examines how these websites foster inclusivity, advocate for disability rights, and contribute to societal change. Using a qualitative case study design, the study evaluated university websites focusing on accessibility services, inclusive policies, and academic accommodations. Qualitative content and thematic analyses identified recurring themes and variations. The findings reveal diverse strategies in empowerment initiatives, website maintenance practices, community engagement approaches, the accessibility of support services, and the presentation of success stories. Despite differences among websites, this study underscores their significance in empowering individuals with disabilities. Recommendations aim to guide universities worldwide in enhancing their digital platforms, ensuring inclusivity, especially during challenges like the COVID-19 pandemic.
- Subjects
UNITED States; SAUDI Arabia; UNITED Kingdom; PEOPLE with disabilities -- United States; SCHOOL environment; WORLD Wide Web; SELF-efficacy; DIVERSITY &; inclusion policies; QUALITATIVE research; GOVERNMENT policy; UNIVERSITIES &; colleges; CONTENT analysis; SOCIAL responsibility; SOCIAL change; MAINSTREAMING in special education; EDUCATIONAL technology; HUMAN rights; SOCIAL integration; THEMATIC analysis; CONCEPTUAL structures; MEDICAL coding; COMMUNICATION; SPECIAL education; COMPARATIVE studies; PEOPLE with disabilities; COVID-19 pandemic; ACCESS to information
- Publication
Healthcare (2227-9032), 2024, Vol 12, Issue 12, p1212
- ISSN
2227-9032
- Publication type
Article
- DOI
10.3390/healthcare12121212