At the University of Dundee Scholarship Conference, this project contributed to the poster presentation session with a study titled Digital Equity in Higher Education: A Global South–North Dialogue on Inclusion and Accessibility.
The poster presentation explored a central question: does “digital inclusion” mean the same thing across different contexts?
The findings highlight important contrasts between approaches in the Global South and Global North.
In Pakistan, faculty often demonstrate what can be described as “unconscious inclusivity.” Teaching practices are shaped by socio-economic realities and digital constraints, leading educators to design engaging and adaptable content without relying on formal accessibility frameworks.
In contrast, the UK context reflects more established systems of compliance and structured accessibility guidance. However, tensions remain between regulatory requirements and personalised teaching approaches. There is also evidence that awareness and use of built-in accessibility tools can be limited in practice.
Presented as part of the conference poster session, this work contributed to wider discussions on how inclusion and accessibility are understood and applied across different higher education systems. It also highlights the importance of context-sensitive approaches when developing digital accessibility strategies.
The conference record entry can be accessed here:
https://discovery.dundee.ac.uk/en/publications/digital-equity-in-higher-education-a-global-south-north-dialogue-/
📄 The full poster is available to download below.
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