Abstract:
This paper aims to present a practical case study from the University of Nairobi Library,
outlining the efforts to enhance digital inclusion for Students with Disabilities (SWDs). This
study focused on three key areas of support: interdepartmental collaboration, financial
investment in accessibility and staff training. Through a direct survey of SWDs and interviews
with library and disability services leaders, the authors identified practical challenges and
opportunities. This paper shares the findings and offers actionable recommendations for
academic libraries aiming to create genuinely accessible digital environments, drawing on realworld experiences from a major Kenyan institution.
Design/methodology/approach
This study used a practical, user-centered case study approach at the University of Nairobi
Library. Data was gathered through a direct survey administered to SWDs to capture their
experiences and perspectives on digital resource accessibility. In-depth interviews were
conducted with three key personnel: the University Librarian, the Systems Librarian and the
Director of Disability Services. This dual approach provided a comprehensive understanding
of digital inclusion from both the user’s standpoint and the institutional, administrative and
technical perspectives, allowing for the identification of practical challenges and opportunities.
Findings
The assessment revealed that, although a willingness to cooperate exists, interdepartmental
collaboration on digital accessibility is primarily informal and reactive, resulting in fragmented
efforts and student confusion regarding support. Funding for accessibility initiatives is
inconsistent and insufficient, resulting in outdated assistive technologies and limited accessible
content. Furthermore, library and IT staff demonstrate a clear need for specialized training in
assistive technologies, Universal Design principles and Web Content Accessibility Guidelines
(WCAG) standards, impacting their ability to provide comprehensive and proactive support to
SWDs.
Research limitations/implications
This study, being a single-institution case study at the University of Nairobi Library, inherently
limits the generalizability of its findings to other academic libraries, particularly those in
different socio-economic contexts or with varying institutional structures. While the findings
offer valuable insights into a major Kenyan institution, direct replication of all
recommendations might require adaptation elsewhere. However, the detailed exploration of
challenges such as fragmented collaboration, insufficient funding, training gaps and the
practical, actionable recommendations provides significant implications for academic libraries
in similar resource-constrained environments globally. The user-centered approach emphasizes
the crucial need to integrate student perspectives to improve digital inclusion efforts genuinely.
Future research could explore multi-institutional comparative studies to validate and broaden
these findings.
Practical implications
This study provides actionable steps for academic libraries to enhance digital inclusion
genuinely. Libraries should formalize interdepartmental collaboration through dedicated task
forces and embed accessibility in all digital resource procurement. Crucially, securing a
consistent and protected budget for assistive technologies, content conversion and accessible
resources is vital. Finally, mandatory, ongoing staff training in Universal Design, WCAG and
disability awareness will equip staff to provide effective and proactive support, directly
improving the learning experience for SWDs.
Social implications
Successfully implementing digital inclusion as outlined in this study extends beyond mere
compliance; it fosters a more equitable and inclusive educational environment. By addressing
accessibility gaps, the University of Nairobi Library empowers SWDs to participate fully in
academic life, reducing feelings of marginalization and enhancing their self-reliance and
academic success. This promotes a societal shift toward valuing diversity and ensuring equal
opportunities for all individuals, ultimately contributing to a more inclusive and productive
citizenry in Kenya and beyond. It also serves as a model for other institutions to champion
social equity.
Originality/value
This case study offers significant originality and value by providing a rare, practical and indepth examination of digital inclusion efforts at a major public university in a developing
country context, specifically, the University of Nairobi Library in Kenya. Unlike theoretical
discussions, it draws on real-world experiences from both SWDs and key institutional staff.
The direct identification of specific, actionable challenges (informal collaboration, inconsistent
funding and training gaps) and the subsequent provision of concrete recommendations make
this a convenient and valuable resource for academic libraries globally, especially those facing
similar resource constraints and aiming to move from policy to tangible, impactful
implementation