Higher education accessibility information in practice. A report on the accessibility of European Universities

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cris.lastimport.scopus2025-12-16T04:16:29Z
dc.abstract.enThis present study examines the accessibility of European universities for students with disabilities, drawing on two data sources. The first data source, a desk research, examined publicly available information on the websites of 171 universities from 38 European countries. In this desk research, we performed an audit of university websites and analysed the availability of accessibility services. The second data source, an online survey was distributed to accessibility/diversity offices at 124 universities, with full responses received from seven institutions in various European countries. The study reveals a significant disparity in accessibility resources and support services across European regions. Universities in Northern Europe, the UK, and Ireland exhibit a higher level of accessibility, both in terms of website accessibility and the availability of comprehensive support services. In contrast, universities in Eastern and Southern Europe often lag behind, with less visible accessibility information on websites, limited resources for accessibility offices, and fewer assistive technologies available to students. The most common accessibility issues identified on university websites are ambiguous labels, insufficient colour contrast, and poorly structured navigation. These issues can pose significant challenges for students with visual impairments, cognitive disabilities, and other accessibility needs. The study highlights the need for increased investment in accessibility resources and support services across all European universities, particularly in under-resourced institutions and regions. It underscores the importance of ensuring that all students, regardless of disability, have equal access to education and opportunities.
dc.affiliationWydział Psychologii w Warszawie
dc.affiliationInstytut Psychologii
dc.contributor.authorKrejtz, Krzysztof
dc.contributor.authorMarcus-Quinn, Ann
dc.contributor.authorDuarte, Carlos
dc.contributor.authorStasiak, Iga
dc.contributor.authorSeixas Pereira, Leticia
dc.contributor.authorKrejtz, Izabela
dc.date.access2025-05-16
dc.date.accessioned2025-11-07T06:51:17Z
dc.date.available2025-11-07T06:51:17Z
dc.date.created2025-04-24
dc.date.issued2025-05-16
dc.description.abstract<jats:title>Abstract</jats:title> <jats:p>This present study examines the accessibility of European universities for students with disabilities, drawing on two data sources. The first data source, a desk research, examined publicly available information on the websites of 171 universities from 38 European countries. In this desk research, we performed an audit of university websites and analysed the availability of accessibility services. The second data source, an online survey was distributed to accessibility/diversity offices at 124 universities, with full responses received from seven institutions in various European countries. The study reveals a significant disparity in accessibility resources and support services across European regions. Universities in Northern Europe, the UK, and Ireland exhibit a higher level of accessibility, both in terms of website accessibility and the availability of comprehensive support services. In contrast, universities in Eastern and Southern Europe often lag behind, with less visible accessibility information on websites, limited resources for accessibility offices, and fewer assistive technologies available to students. The most common accessibility issues identified on university websites are ambiguous labels, insufficient colour contrast, and poorly structured navigation. These issues can pose significant challenges for students with visual impairments, cognitive disabilities, and other accessibility needs. The study highlights the need for increased investment in accessibility resources and support services across all European universities, particularly in under-resourced institutions and regions. It underscores the importance of ensuring that all students, regardless of disability, have equal access to education and opportunities. </jats:p>
dc.description.accesstimeat_publication
dc.description.grantnumberCOST Action (CA19142)
dc.description.grantnumberFCT through the LASIGE Research Unit, ref. UIDB/00408/2020
dc.description.grantnumberProject 101131220
dc.description.granttitleLEAD-ME The Leading Platform for European Citizens, Industries, Academia, and Policymakers in Media Accessibility
dc.description.granttitleClearClimate: Engaging approaches and services for meaningful climate actions
dc.description.granttitleHORIZON MSCA-SE-2022
dc.description.issue3
dc.description.physical2673-2685
dc.description.sdgQualityEducation
dc.description.sdgReducedInequalities
dc.description.sdgGenderEquality
dc.description.versionfinal_published
dc.description.volume24
dc.identifier.doi10.1007/s10209-025-01224-4
dc.identifier.eissn1615-5297
dc.identifier.issn1615-5289
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/1963
dc.identifier.weblinkhttps://link.springer.com/article/10.1007/s10209-025-01224-4
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsCC-BY
dc.rights.questionYes_rights
dc.share.articleOTHER
dc.subject.enAccessibility services
dc.subject.enUniversity education
dc.subject.enInclusion
dc.subject.enWebpage accessibility
dc.swps.sciencecloudsend
dc.titleHigher education accessibility information in practice. A report on the accessibility of European Universities
dc.title.journalUniversal Access in the Information Society
dc.typeJournalArticle
dspace.entity.typeArticle