Research Summary: Beyond digital accessibility: an integrated framework for evaluating inclusive quality in asynchronous online higher education

This study addresses the fragmentation in evaluating inclusive online education by developing an integrated framework for assessing inclusive quality in asynchronous online higher education. It moves beyond technical accessibility to encompass Universal Design for Learning (UDL) and pedagogical quality, which are often assessed in isolation. The framework, developed through expert review and user experience, comprises 26 indicators, applied to Spanish-language online courses, and subsequently reviewed by additional experts.

Why it matters

This research provides a structured approach to ensuring that online educational offerings are not just technically accessible but truly inclusive, integrating pedagogical quality and universal design principles. Adopting such a framework can enhance the reputation and reach of educational institutions, ensuring equitable access and effective learning experiences for diverse populations.

Key insights

• Traditional evaluations of inclusive online education often separate technical accessibility, Universal Design for Learning (UDL), and pedagogical quality.
• A new integrated framework was developed to holistically assess inclusive quality in asynchronous online higher education.
• The framework initially comprised 20 indicators, refined and expanded to 26 indicators through expert validation and an experiential review by a screen-reader user.
• The integrated framework was practically applied to four Spanish-language asynchronous online courses.
• Further expert assessment of the 26-indicator framework was conducted during manuscript revision.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1973208