Universal Design for Learning and Digital Accessibility: Frameworks for Inclusive and Equitable quality Education for Students with Disabilities in Higher Education

Abstract

Despite their recognized relevance for supporting inclusive learning environments, digital accessibility and Universal Design for Learning (UDL) are not universally mandated or regulated by higher education legislation in many countries. The absence of comprehensive legal frameworks may influence the extent to which these approaches are systematically adopted within higher education institutions, particularly in relation to meeting the needs of persons with disabilities. This article includes a case study of Georgia, a country with an Association Agreement with the European Union (EU), to analyze the opportunities and challenges encountered in the process of educational reform. The analysis focuses on how higher education institutions address digital accessibility and UDL for persons with disabilities in the absence of legal mandates, and examines how these gaps impact the realization of the right to inclusive and equitable quality education.

Introduction

Universal Design for Learning (UDL) and digital accessibility represent two leading approaches for meeting the complex needs of diverse learners, particularly students with disabilities. Yet, in many countries including Georgia the widespread implementation of these frameworks is limited by the absence of detailed legal requirements or consistent institutional mandates.

As a country with an Association Agreement with the European Union (EU), Georgia has committed to strengthening its higher education system in accordance with European principles and obligations. International agreements and benchmarks underscore the significance of addressing educational equity and access, committing countries to promote higher education systems that are more inclusive and responsive to the needs of all students. Consequently, the adoption of UDL and digital accessibility in higher education institutions is not only aligned with global development goals but is also imperative to fulfill international obligations and benchmarks. This article explores how Universal Design for Learning and digital accessibility frameworks are addressed within the context of Georgia’s higher education sector, in light of the country’s Association Agreement with the European Union (EU). The analysis seeks to examine current practices and challenges, and to contribute to further discussions on educational reform.

Theoretical Background and Policy/Legal Context

The term Universal Design for Learning (UDL) embodies a scientifically validated framework that provides guidance for educational practice, with its roots deeply rooted in the educational landscape. According to the Higher Education Opportunity Act of 2008 (HEOA), UDL is defined as a framework that champions flexibility in presenting information, engaging students, and allowing them to respond or demonstrate knowledge and skills. This framework also actively strives to diminish instructional barriers by providing appropriate accommodations, support, and challenges while maintaining high achievement expectations for all students, including those with disabilities.

The Universal Design for Learning (UDL) framework was developed by the Center for Applied Special Technology (CAST) in the 1990s. CAST is a nonprofit research and development organization based in the United States, and it has been at the forefront of research and advocacy for inclusive education. CAST's work has significantly influenced the field of education, particularly in designing flexible learning environments that address the diverse needs of all learners. The UDL framework is built on three core principles: providing multiple means of representation, engagement, and expression. These principles guide the development of flexible learning environments that accommodate diverse student needs, preferences, and abilities. In higher education, the relevance of UDL has grown as student populations have become more diverse in terms of learning profiles, cultural and linguistic backgrounds, socioeconomic contexts, and learning styles.

Digital accessibility refers to the inclusive design and implementation of digital content, platforms, and tools to ensure usability for all individuals, including those with sensory, cognitive, or motor disabilities. This concept is governed by internationally recognized standards, most notably the Web Content Accessibility Guidelines (WCAG), which were first developed by the World Wide Web Consortium (W3C) in 1999. The main principles of WCAG require that digital content be perceivable, operable, understandable, and robust meaning that information and user interfaces must be presented in ways that users can perceive, operate, and understand, and that content should remain accessible as technologies evolve.

The intersection of Universal Design for Learning (UDL) and digital accessibility in higher education is both conceptual and practical. Both frameworks are grounded in universal design principles, emphasizing the proactive removal of barriers through inclusive design. In practice, the effective implementation of UDL is closely linked to the presence of accessible digital environments.

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) is a landmark international treaty adopted in 2006 to promote, protect, and ensure the full and equal enjoyment of all human rights by persons with disabilities. The CRPD has been ratified by the vast majority of United Nations member states, making it one of the most widely endorsed human rights conventions globally. Georgia ratified the CRPD in 2014, thereby committing to align its national laws and policies with the Convention’s principles and obligations regarding equal rights and inclusion for persons with disabilities, including in education.

The European Union’s commitment to equal access to higher education and participation for persons with disabilities is reflected in several foundational instruments and specific legal frameworks. The Charter of Fundamental Rights of the European Union (2000) prohibits discrimination on the grounds of disability (Article 21) and affirms the right to educational participation. The Treaty on the Functioning of the European Union (2009) provides a legal basis for action against disability-based discrimination in all EU policies, including those affecting higher education (Articles 10 and 19). The European Pillar of Social Rights (2017) guarantees the right to quality and inclusive education, training, and lifelong learning for all. The current Strategy for the Rights of Persons with Disabilities 2021 - 2030 calls for the removal of barriers at all levels of education and explicitly promotes inclusive practices within higher education institutions. Additionally, EU directives such as the Web Accessibility Directive (2016) and the European Accessibility Act (2019) impose binding requirements on higher education institutions to provide accessible digital environments and services for students with disabilities. Beyond the EU’s legal instruments, the Bologna Process and the European Higher Education Area (EHEA) have played a significant role in fostering convergence of higher education systems across Europe and in advancing the principles of accessibility, mobility, and inclusion including specific commitments to widen participation and support for students with disabilities throughout the higher education sector.

The United States’ commitment to equal access to education and participation for persons with disabilities is established through several foundational legal frameworks. The Americans with Disabilities Act (ADA) of 1990 prohibits discrimination based on disability in all areas of public life, including education, and mandates that public colleges and universities (under Title II) and private colleges and universities (under Title III) provide reasonable accommodations and ensure program accessibility for students with disabilities. The Rehabilitation Act of 1973, particularly Section 504, further requires that any institution receiving federal financial assistance must ensure that persons with disabilities are not excluded from participation in, denied the benefits of, or subjected to discrimination under any program or activity, including higher education. In addition, the Higher Education Opportunity Act (HEOA) of 2008 expands on the responsibilities of postsecondary institutions to support students with disabilities, explicitly recognizing the principles of Universal Design for Learning (UDL) and promoting accessibility in educational materials and practices.

After signing the Association Agreement with the European Union, Georgia initiated the process of harmonizing its educational policies, legal frameworks, and institutional practices with European regulations and standards. The ratification of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2014, followed by the Optional Protocol in 2021, established binding commitments for Georgia to uphold the rights of persons with disabilities, including the right to inclusive and equitable education. With regard to the Sustainable Development Goals (SDGs), Georgia designated all 17 SDGs as national priorities in 2017 and completed their integration into national policy by 2019. In particular, United Nations Sustainable Development Goal 4 (SDG 4) calls for States to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

To advance accessibility and inclusion, Resolution №732 on National Accessibility Standards was adopted and came into force in 2021, establishing technical requirements for accessibility in facilities and public spaces. Amendments to the Code of Space Planning, Architecture, and Construction Activities further strengthened accessibility standards and introduced enforcement mechanisms to ensure compliance.

Specifically, Article 8 of the Law of Georgia on the Rights of Persons with Disabilities (2020) requires the state to introduce effective mechanisms and relevant educational resources to ensure an inclusive and equitable quality education for persons with disabilities, supporting their continued education, skills development, and participation. The law also guarantees access to technical, vocational, and continuing education programs. The Law on Higher Education mandates support and accommodations for students with disabilities and prohibits discrimination, while the Law on Vocational Education ensures tailored and accessible learning environments. The Law on the Elimination of All Forms of Discrimination provides broad protection against discrimination, including on the basis of disability, across all areas of public life.

Aim of the Research

The primary aim of this research was to identify the key challenges encountered in higher education related to equity and inclusion and to introduce and examine Universal Design for Learning (UDL) and digital accessibility frameworks, which are internationally recognized as comprehensive frameworks. The study sought to analyze stakeholder experiences, explore barriers to implementation, and evaluate how these correlated frameworks can advance inclusive practices and promote equitable outcomes within higher education institutions. Georgia a country with an Association Agreement with the European Union (EU) serves as the case study for this research, providing a basis for analyzing the opportunities and challenges encountered in the process of educational reform. A mixed-methods approach was adopted, combining a desk review of national policy and legal documents with qualitative focus group interviews involving key stakeholders.

Methodology

The research utilized a mixed qualitative approach, comprising a desk review of relevant policies and a series of focus group interviews. The desk review analyzed national legislative frameworks, standards, regulations, and monitoring and enforcement mechanisms related to higher education and disability rights in Georgia, drawing on official documents published between 2014 and 2025. Sources included government websites, the Public Defender’s Office, international organizations, and local NGOs.

Building on the desk review, the qualitative phase involved focus group interviews and consultations with stakeholders, including representatives of organizations of persons with disabilities, NGOs, associations, unions, experts and relevant government officials. Two focus group sessions were conducted, each comprising six participants, using a semi-structured guide. Ethical approval was obtained, and all participants provided informed consent. Triangulation between desk review findings and qualitative data enhanced the validity of results. The questions in these focus groups were grounded in the UDL and digital accessibility frameworks and aimed to explore the practical effects, obstacles, benefits, and future possibilities for enhancing equity and inclusion for students with disabilities. Focus group discussions were carried out using a semi-structured interview format, allowing to maintain consistency across key themes while remaining flexible to follow up on new insights that emerged.

Findings

Analysis of focus group interviews and supporting desk review data revealed multiple persistent barriers to the equitable participation and inclusion of students with disabilities in higher education in Georgia.

Physical Accessibility

Participants consistently described inadequate physical accessibility within university environments. Barriers were reported in building entrances, elevators, restrooms, and classroom layouts, with only partial compliance to accessibility standards in both older and newer facilities. Similar challenges were noted across related public infrastructure including transportation, healthcare, and administrative buildings suggesting a systemic deficit in implementing and maintaining built environment accessibility.

Digital Accessibility

Digital accessibility remains a significant challenge. Most institutional websites and digital platforms were reported as only partially or wholly inaccessible to students with disabilities. Barriers included the absence of alternative text, lack of screen reader compatibility, inaccessible online registration systems, and inadequate captioning of educational media. These limitations hinder full participation in academic processes and access to vital information, especially in online and blended learning contexts.

Service and Information Accessibility

The accessibility of student services including counseling, career centers, and administrative support was identified as insufficient. Many services do not provide accessible communication formats or channels, limiting the ability of students with disabilities to engage with essential support structures. Focus group participants highlighted further gaps in the availability of accessible information written, verbal, and electronic across institutional communications, official documents, and digital resources. While some progress has been made, the lack of assistive services such as sign language interpretation, captioning, and alternative remains a critical concern.

Academic Staff Awareness and Training

A recurring theme was the limited awareness and knowledge among academic and administrative staff regarding digital accessibility, UDL and inclusive education. Participants noted that most faculty members lack training to address diverse student needs.

Universal Design for Learning (UDL) Implementation

The Universal Design for Learning framework is not systematically applied in higher education institutions. Focus group results confirmed that UDL principles are rarely incorporated into institutional policies or teaching practices, leading to fragmented approaches to inclusion. This absence of a structured framework further intensifies the exclusion of students with disabilities from full participation in academic life.

Institutional and Policy Gaps

Systemic issues were also noted at the policy and institutional levels. There is a lack of national consistency in the enforcement and monitoring of accessibility regulations. Furthermore, comprehensive laws and regulations specifically addressing Universal Design for Learning (UDL) and digital accessibility have not yet been established. Monitoring and evaluation systems remain underdeveloped, and there is a lack of qualified specialists within government and educational institutions to conduct access audits and ensure compliance.

Participation and Representation

The effective and meaningful participation of persons with disabilities and their representative organizations in policy-making, monitoring, and budgetary processes remains insufficient. This underrepresentation hinders the responsiveness and effectiveness of educational reforms intended to support students with disabilities.

Conclusion

The findings of this study, based on a comprehensive desk review and qualitative inquiry, indicate that Georgia’s higher education sector continues to face substantial barriers to achieving equity and inclusion for students with disabilities. Persistent challenges exist in the domains of physical and digital accessibility, academic staff awareness and training, and the absence of systematic integration of Universal Design for Learning (UDL) at the institutional level.

While national and international standards provide a framework for inclusive practices, implementation remains inconsistent, and many institutions have yet to adopt comprehensive approaches.

Advancing equity in higher education will require several holistic and coordinated actions. First, the development and enforcement of digital accessibility laws and regulations should be prioritized to ensure that all digital learning environments are accessible to students with disabilities. Second, harmonizing UDL principles within higher education legislation can serve as a catalyst for institutional change, ensuring that diverse student needs are systematically addressed through inclusive curricula, assessment, and support services.

However, a critical gap remains at the policy level. The Unified National Strategy for Education and Science of Georgia (2022–2030) does not explicitly address the identification of the needs of persons with disabilities regarding digital accessibility and Universal Design for Learning (UDL), nor does it reflect these priorities in the management of higher education as well as in broader higher education policy. The absence of targeted strategic objectives and actions within this national strategy underscores the necessity for further policy development. Addressing this gap would ensure that the requirements and perspectives of students with disabilities are systematically integrated into the governance and advancement of the higher education sector.

In summary, comprehensive and holistic reforms spanning legislative, institutional, and policy domains are essential for fostering a genuinely inclusive and equitable higher education system in Georgia. Such reforms should include the development and implementation of clear legal frameworks, the establishment of comprehensive institutional practices, and the introduction of effective enforcement mechanisms that address the diverse needs of all students.

The implementation of coordinated and holistic reforms across legislative, institutional, and policy domains has the potential to facilitate the advancement of a more inclusive and equitable higher education system in Georgia, thereby promoting improved access to quality education and expanded opportunities for all students.

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