A Framework to Promote Digital Inclusion for Students with Disabilities in Government-Funded Universities

Abstract

This study investigated digital inclusion for Students with Disabilities in government-funded universities in Kenya and proposed a framework to address existing gaps. A qualitative research design was employed, drawing on semi-structured interviews with thirty purposively selected librarians from six public universities: Kenyatta, Egerton, Maseno, South Eastern Kenya, the Technical University of Mombasa, and Garissa. NVivo software supported data management, while thematic analysis guided the identification of recurrent patterns. Findings indicate that, despite institutional efforts to promote inclusivity, systemic barriers persist. Policies on disability inclusion are inconsistently enforced, financial and infrastructural support remains insufficient, and available assistive technologies are outdated or poorly integrated. Limited provision of alternative content formats, underutilization of built-in accessibility features, inadequate user training, and weak feedback mechanisms undermine equitable access to digital library resources. These challenges demonstrate the need for a context-specific framework that strengthens monitoring and evaluation, enhances staff capacity, fosters interdepartmental collaboration, and ensures sustainable policy support. The study contributes to the literature on digital inclusion by moving beyond accessibility models to propose a framework rooted in empirical evidence from a resource-constrained context. Theoretically, it enriches understandings of how digital environments can both enable and hinder participation. At the policy level, it underscores the urgency of aligning institutional practices with global accessibility standards, including the Web Content Accessibility Guidelines and the Marrakesh Treaty. Practically, it offers librarians and university administrators actionable strategies for advancing equitable access, positioning