A Systems-Thinking Approach to Digital Accessibility as a Human Right in Higher Education
Introduction The expansion of digital platforms for accessing public services has made equal digital access a practical and ethical necessity. In response, the 2024 ADA Title II Web and Mobile Application Accessibility Rule mandates that state and local governments—as well as businesses and organizations that either do business with or receive funding from the federal government—comply with WCAG 2.1 Level AA standards for websites and mobile applications. Public and private universities, which are governed by states or receive federal funds, fall under the scope of this rule. However, the specific obligations for educational institutions remain unclear, given the distinctive roles, functions, and complexities of research and teaching environments. Nonetheless, many universities have launched Digital Accessibility Initiatives (DAI) to demonstrate progress toward compliance, often prioritizing surface-level technical adjustments rather than substantive inclusion. This essay argues that digital accessibility is not merely a technical or administrative requirement, but a fundamental human-rights obligation rooted in dignity and equitable participation. Drawing on principles of systems thinking, the essay examines how isolated, metrics-driven interventions can mislead students, burden faculty, and undermine the ethical purpose of accessibility policy. The analysis proposes a more holistic and transparent model—one in which universities acknowledge discipline-specific limitations, use nuanced course-tagging practices, and commit to pedagogically equivalent alternatives that foster genuine inclusion. The essay stresses the need to distinguish between compliance-oriented measures and true accessibility interventions, which require significant institutional investment and systemic coordination far beyond superficial technical tweaks. The Pitfalls of Compliance-Driven Academic Practices Digital accessibility initiatives have multiplied […]