The Future of Education

Digital technologies increasingly shape how learners communicate, learn, and participate in civic life. However, when digital content is created without attention to accessibility, it can unintentionally exclude individuals with visual, cognitive, or physical disabilities. As schools prepare young people for a digitally connected future, accessibility must be understood as a foundational digital literacy rather than an optional or specialist skill [1]. This imperative is reinforced by the European Accessibility Act [2]. Education therefore has a critical role to play in embedding inclusive design principles early. This presentation reports on work completed to date within SEED: Supporting Equity and Educational Design: Growing Awareness of Accessibility in Digital Classrooms in Ireland’s Primary Schools, a Research Ireland–funded project examining current practices and awareness of accessibility in Irish primary education. The project investigates how accessibility is currently addressed and where gaps in knowledge and resources exist. Preliminary findings indicate high levels of digital engagement in classrooms but limited structured guidance for teachers on how to introduce accessibility concepts in age-appropriate ways.

In response, the project has developed a practical classroom toolkit designed to support teachers in introducing accessibility awareness to young learners. The toolkit includes two A1 posters that visually demonstrate common accessibility pitfalls alongside inclusive best practices, as well as a set of concise, teacher-friendly cards explaining core principles such as colour contrast, typography, and readability. The materials are designed for ease of integration into existing curricula rather than as stand-alone technical instruction. The toolkit is currently being piloted in a number of Irish primary schools to assess usability, clarity, and classroom impact. Feedback from participating stakeholders is being used to refine the resources and ensure their relevance across diverse classroom contexts.

Aligned with Strand 4B and the UN Sustainable Development Goals (SDG 4: Quality Education and SDG 10: Reduced Inequalities), this initiative supports inclusive and high-quality education for all learners [3, 4]. It positions accessibility not as a response to individual need, but as a universal design approach that improves learning experiences across diverse classrooms.