From fragmentation to inclusion: advancing ergonomic and digital accessibility for students with physical disabilities in Kenyan universities

Abstract

Abstract

Purpose This paper aims to examine how Kenyan universities can transition from fragmented accessibility interventions toward integrated and sustainable systems of inclusion for students with physical disabilities (SWPDs). It advances a practical framework that combines ergonomic design, digital accessibility, institutional governance and stakeholder participation to strengthen equitable access to information resources within university libraries and digital learning environments. Design/methodology/approach The study used a qualitative, multi-site design involving four Kenyan universities: the University of Nairobi, Mount Kenya University, Alupe University and Tangaza University. Data were collected through semi-structured interviews with SWPDs, disability coordinators, librarians, ICT personnel and university administrators. Observations were also conducted within library spaces, ICT laboratories, lecture halls and administrative environments. Thematic analysis was used to identify recurring patterns relating to accessibility practices, institutional strategies, stakeholder participation and implementation barriers. Findings The findings reveal that accessibility interventions remain fragmented, inconsistently implemented and weakly institutionalized across Kenyan universities. While the University of Nairobi and Mount Kenya University demonstrate comparatively stronger policy alignment and infrastructural support, Alupe University and Tangaza University continue to experience structural, technological and financial constraints. Major challenges include weak integration of assistive technologies, inadequate staff capacity, inconsistent application of universal design principles, limited monitoring mechanisms and insufficient institutional investment. Accessibility initiatives are frequently confined to libraries and ICT laboratories rather than embedded across institutional systems and governance structures. Research limitations/implications This study was limited by its qualitative focus on only four Kenyan universities, which may restrict the generalizability of the findings to all higher education institutions in Kenya. The research concentrated specifically on SWPDs and therefore did not fully capture the experiences of learners with other forms of disabilities. In addition, the study relied mainly on interviews and observations, making the findings dependent on participant perceptions and researcher interpretation. The investigation also focused primarily on library, ICT and learning environments, with limited attention to other aspects of university life such as accommodation, transport and social integration. Furthermore, the rapidly evolving nature of digital technologies and accessibility policies means that some findings may change over time, while financial and time constraints limited opportunities for broader institutional coverage and long-term evaluation of accessibility interventions. Practical implications The paper proposes a two-pillar framework integrating accessibility systems (universal design, accessibility standards, monitoring mechanisms and inclusive procurement) with inclusivity enablers (user participation, staff training, assistive technologies, institutional leadership and stakeholder collaboration). The framework offers practical guidance for universities seeking to institutionalize accessibility and strengthen inclusive service delivery. Social implications Beyond institutional reform, the framework contributes to broader social inclusion in higher education by promoting independence, dignity, participation and equitable access to information for SWPDs. It supports the development of learning environments that reduce dependency, challenge exclusionary practices and normalize disability inclusion within academic spaces. Originality/value The paper contributes context-sensitive evidence from Kenyan universities and advances a practical model for integrating ergonomic and digital accessibility within higher education libraries and learning environments. It extends current debates beyond compliance-oriented approaches by emphasizing coordinated, system-wide and user-centered inclusion.