Quality Assurance in Education

Purpose The purpose of this study is to systematically dissect strategies against the challenges stalling digital transformation (DT) in the UK higher education (HE) sector. It addresses the challenges impeding DT’s incorporation and offers a blueprint for fostering innovation and efficiency within academic institutions. Design/methodology/approach Using a systematic literature review, the research integrates a nuanced literature review with interpretive structural modelling (ISM). Through meticulous ISM analysis, including sensitivity analysis and level partitioning, a robust framework is developed to pinpoint and interrelate DT challenges. Findings This investigation delineates a spectrum of impediments to DT in HE, most notably the need for more digital understanding among educators, intensified by inadequate support and resources. The findings reveal that the effective integration of DT is hindered by factors such as insufficient educator digital skills, resistance to technology and the continuous evolution of digital infrastructure. Practical implications The study’s findings and the developed level partitioning diagram offer invaluable insight into how DT must be integrated into the curriculum to enhance HE. Additionally, it could further lead to research within digital infrastructure and how learning needs to be facilitated for students in HE. Originality/value This study breaks new ground by systematically illuminating the centrality of the educator skill gap. By contributing insights into the educator skill gap, it proposes a unique analytical model that underscores actionable pathways for advancing DT initiatives in HE institutions.

Purpose The purpose of this exploratory qualitative case study is to gain a deeper understanding of teacher experiences and perspectives of ChatGPT as a pedagogical tool. Design/methodology/approach This qualitative exploratory case study examined the benefits and concerns of using ChatGPT for curriculum and instruction. Approximately 3,000 graduate education students completed a survey and an invitation to participate in focus groups. Purposive sampling criteria included graduate education students holding a current teaching certificate and actively teaching in a K-12 setting. The sample resulted in 225 survey respondents, with 12 teachers from this group also participating in three focus group sessions. Data analysis involved descriptive statistics for the survey data and inductive thematic analysis was used to identify themes from the focus group transcripts. Findings Results suggest ChatGPT saves teachers time, expedites access to resources, helps create lessons and is a resource for student learning while concerns arose regarding artificial intelligence (AI) and student cheating. As teachers’ comfort level with ChatGPT increased, their perception of AI as a useful pedagogical tool increased and their perception of ChatGPT as an academic hindrance decreased. Research limitations/implications Results from this study are not generalizable; however, the description provided allows for transferability to similar populations. Practical implications This study provides guidelines for a balanced approach for policies regarding AI in the K-12 setting and using ChatGPT an instructional tool while providing clear communication regarding unethical practices. Originality/value This study provides guidelines for framing teacher training in the technology acceptance model and providing a balanced approach for implementing AI policies while promoting using ChatGPT and other AI technologies for curriculum and instruction in the K-12 classroom.

Purpose This study aims to assess the readiness of Islamic Higher Education Institutions (IHEIs) to enter the third wave of education or future quality assurance. Design/methodology/approach This study used a descriptive quantitative method with observation, documentation, a questionnaire and an interactive model. The sample population included lecturers and quality assurance managers in IHEIs, totaling 129 respondents. Findings The results showed that IHEIs were prepared to implement future quality assurance to meet individual and societal needs. Furthermore, readiness was also shown in the following matters: Relevance of higher education institution vision, implementation of tripilization learning in higher education institutions, understanding of other cultures (cross-cultural sharing), application of multiple development models and noble values of local wisdom and national culture in tri-dharma. Research limitations/implications This study focused on the third wave of education quality assurance in IHEIs in Indonesia. However, the analysis was not conducted in all Indonesian universities as it specifically examined the readiness for implementing future quality assurance. Practical implications Policymakers should follow up on the readiness for implementing future quality assurance as a form of continuous improvement in managing the quality of IHEIs. Originality/value Most publications of quality assurance focused on compliance-oriented issues. However, this study aimed to fill the literature gaps and discuss the future quality assurance of IHEIs in Indonesia. In this context, future quality assurance was also known to guide IHEIs in rendering education relevant to the future needs of generations (graduates).

Purpose Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom. Design/methodology/approach Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education. Findings The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals. Research limitations/implications The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts. Practical implications The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research. Originality/value This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

Purpose This study aims to investigate the stakeholders’ (employers and students) involvement in economics and management programs quality assurance in Italian universities from the external audit perspective. Design/methodology/approach The research tests if employers are positively associated with the coherence between program objectives and job prospects, and if student involvement is positively associated with student orientation, tutorship and flexibility for specific types of students (differently abled students and working students). Based on data from the Italian Agency for Quality Assurance (ANVUR) in Italian universities, this study selects a sample of 44 bachelor and master university programs. Findings When a program coordinator assures coherence between competencies included in the study plan and job prospect, the employers’ involvement in the plan and management of the program increases and becomes more effective. High-quality services regarding student orientation, tutorship and flexibility for specific types of students increase the students’ involvement in university governance. Originality/value Findings contribute to literature extending the stakeholder theory in universities, better specifying how employers and students may play a key role in improving the quality assurance of teaching activities.

Purpose-Given continued debates on the potentials of newly emerging artificial intelligence (AI) like generative AI (GenAI), this study aims to contribute to corporal studies by investigating the efficacy of GenAI in improving students writing skills. Design/methodology/approach:A mixed-methods research design with an experimental approach was used to elicit information from 70 undergraduate students studying at a private university. A writing course was designed and used to elicit information from the participants on the efficacy of using ChatGPT in their writing instruction. Findings: After collecting data through experiments and interviews, the result indicates that although ChatGPT may assist students in providing ideas in writing lessons, it may not improve their overall writing skills. Originality/value: This study provides empirical evidence limited to the scholarly literature on the role of ChatGPT in improving students' writing skills. This study adds to scholarly discussions on the potential of ChatGPT which has recently sparked debates in academia.

Purpose The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings. Design/methodology/approach A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes. Findings Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings. Practical implications The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations. Originality/value While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.

Purpose This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context. Design/methodology/approach This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software. Findings The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind. Originality/value This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Purpose This paper aims to investigate the influence of school principals’ effective communication and teachers’ trust in principals on schools’ organisational mindfulness from the perspective of public school teachers in Kuwait. Design/methodology/approach The study used a cross-sectional research design. A quantitative survey questionnaire was electronically sent to public school teachers in Kuwait. The final sample size consisted of 641 teachers. Findings The teachers exhibited a moderate level of school principal effective communication and organisational mindfulness, in addition to higher levels of school principal trust. Multiple regression analysis results revealed that schools’ organisational mindfulness was significantly related to the teacher’s trust in school principals’ and their effective communication. Research limitations/implications This study used quantitative data from a survey of public school teachers in Kuwait in a given period. Practical implications The findings indicate that the school principal’s communication and teachers’ trust in the principal are critical for creating a mindful and high-quality school culture. Thus, policymakers should empower principals to prioritise mindfulness in creating a positive and supportive school environment. Originality/value The study contributes to the understanding of the influence of leadership aspects on organisational mindfulness in schools. To the best of the author’s knowledge, this is the first study to investigate the impact of school principals’ practices on the quality of school organisations in Kuwait’s centralised educational system. This will pave the way for further research in the field.

Purpose This study aims to investigate the impact of academic leadership on the organizational commitment of faculty members in private universities in Punjab. Work engagement was examined as a mediator, and co-worker support was considered as a moderator. Design/methodology/approach The study used a quantitative, cross-sectional approach with convenience sampling. Regression and correlation analyses were used for hypothesis testing. Social exchange theory guided the exploration of academic leadership’s impact on faculty members’ organizational commitment. Findings Results of the current study indicated a positive and significant effect of academic leadership on organizational commitment. Work engagement was identified as a partial mediator in this relationship. However, co-worker support was found to be an insignificant moderator, indicating no substantial influence on the relationship between academic leadership and work engagement among faculty members in private-sector universities. Originality/value The similarity of the paper is less than 18%.

Purpose This study aims to provide a qualitative framework for satisfactory sustainable education for international accounting students using a meta-synthetic approach. Design/methodology/approach To determine the components and indicators of satisfactory sustainable education for international accounting students, a meta-synthesis allows for the attainment of the objectives of study. In the first phase of study, international related literature was reviewed ( n = 2,176). After several screenings for measuring the quality of the related literature including Critical Appraisals Skills Program (CASP), the total number of selected papers was 48, and 2,128 were excluded. Findings The present research proposed a comprehensive conceptual model for sustainable education and international accounting students’ satisfaction, with seven components and 63 indicators. To assess the credibility of phases, the indicators were presented to five experts independently. The reliability of the proposed conceptual model was tested using Cohen’s Kappa coefficient and analyzed in SPSS. Kappa’s coefficient showed that the agreement level was high and the reliability was high too. Originality/value Sustainable education and student satisfaction are crucial for maintaining a competitive international education market. There are ongoing debates about accounting education, particularly accreditation challenges and the need for clear regulations on academic interaction with practice. Accounting education has also been criticized for being outdated, promoting surface-level learning and neglecting the development of broader skills in university graduates. Therefore, it is important to understand sustainable education for international accounting students. The present study aims to identify the aspects of accounting educational services that international accounting students perceive important for increasing satisfaction. This research provides empirical evidence and suggests potential avenues for future research in other countries.

Purpose The purpose of this paper is to provide an in-depth analysis of the challenges associated with using artificial intelligence (AI) in academic research and suggest various preventive measures that can be taken to address these issues and transform them into opportunities. Design/methodology/approach To develop measurement items and constructs, the authors collected 248 responses through an online survey. These responses were then used to establish the structural model and determine discriminant validity through the use of structural equation modeling with SmartPLS 4.0.9.9. Additionally, the authors used SPSS (Version 29) to create graphs and visual representations of the challenges faced and the most commonly used AI tools. These techniques allowed them to explore data and draw meaningful conclusions for future research. Findings This research shows that AI has a positive impact on higher education, improving learning outcomes and data security. However, issues such as plagiarism and academic integrity can destroy students. The study highlights AI’s potential in education while emphasizing the need to address challenges. Practical implications This paper emphasizes the preventive measures to tackle academic challenges and suggests enhancing academic work. Originality/value This study examines how AI can be used to personalize learning and overcome challenges in this area. It emphasizes the importance of academic institutions in promoting academic integrity and transparency to prevent plagiarism. Additionally, the study stresses the need for technology advancement and exploration of new approaches to further improve personalized learning with AI.

Purpose The overall quality of education may be compromised due to the limited availability of safety and security (S&S) courses in professional teacher education. The purpose of this paper is to identify the main safety-related training needs of a higher education institution, which may provide insights for improving the quality of education from a safety perspective. Design/methodology/approach This study included 17 interviews with students and staff experienced in S&S due to their professions. The study also used Laurea University of Applied Sciences’ (Laurea) S&S reports, which have a variety of S&S events from 28 October 2020 to 20 December 2021. Both data sets were analyzed using qualitative theory-driven content analysis. Findings Safety risks at schools are mainly constructed through the negative psychosocial atmosphere and lack of safety knowledge and/or skills. There is a need for safety training covering key topics such as crime prevention, violence, fire safety and understanding inclusion and diversity. Practical implications The study proposes a new risk-based training and development management model for school management and the planning of training activities. Social implications The analysis offers valuable perceptions of the S&S challenges of educational institutions, which can be used as a starting point to enhance overall educational quality and safety. Originality/value This paper provides a novel way of improving the safety of education by approaching training needs from a risk assessment perspective.

Purpose This paper aims to explore the best practices to institutionalize the internal quality of student assessment (SA) when a gap emerges between quality conceptualization and practice work, using Imam Abdul Rahman bin Faisal University (IAU) as a case study. Design/methodology/approach A single-embedded case study research design chronologically presents key events of assuring and improving SA at IAU. It integrates quantitative and qualitative data to provide empirical evidence of changes in SA practices. Findings Over three years, evident improvements in SA practices resulted in more effective internal quality assurance strategies (e.g., faculty involvement) and the achievement of performance indicators. Research limitations/implications This study used data from informal observation and self-reports. Thus, it is suggested that future research should use in-depth (e.g. focus group) and diverse data sources from stakeholders (e.g. students) and use emerging global trends to assess SA quality. Practical implications Involving faculty as changing agents via accountability and training in assuring and improving SA quality leads to measurable improvements. Social implications A top-down approach alone is insufficient to assure and improve the quality of SA practices, so empowering faculty via involvement and training is inevitable. Originality/value The quality assurance of SA described in this practice-oriented case places IAU as a leading university in the region, contributes to the external quality assurance of SA, empowers Saudi graduates to compete in the labor market as aspired in Vision 2030 and adds to the literature on quality assurance of SA in a higher education context.

Purpose Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members. Design/methodology/approach Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings. Findings The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education. Originality/value The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments.

Purpose This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools. Design/methodology/approach This qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis. Findings Opportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology. Practical implications The study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences. Originality/value The opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.

Purpose This paper aims to develop precise statements (standards) to describe the knowledge and skills that should be possessed by Islamic education (IE) teacher candidates who receive their initial preparation in various international higher-education institutions. These statements must be compatible with the requirements and guidelines for building specialized standards set by the Council for Accreditation of Educator Preparation (CAEP), so that they can be used for accreditation and improving quality. Design/methodology/approach Two panels of IE experts participated in developing and validating the standards, using a combination of Delphi and content validity methods. Alongside this research activity, management activity ensured that the process ran smoothly, as the researcher coordinated panels, allocated resources and tracked progress during standard development. Findings Twenty-six components divided into five standards were developed into a final list based on the panels. Originality/value This study provides standards for the preparation of IE teachers in higher-education institutions that can be applied in different countries and geographical regions. Furthermore, it aims to make the subject of IE more comparable with other academic disciplines, and appropriate for CAEP accreditation.

Purpose The purpose of this research is to address the need for a robust system to accurately determine a cutoff score by using the Angoff method and leveraging the Rasch infit and outfit statistics of item response theory by detecting and removing misfitting items in a test. Design/methodology/approach Researchers in educational evaluation support the use of grades as a complete measure to evaluate students’ overall academic performance. In higher education, determining cutoff scores is crucial for assessing academic progress and achievement. Higher education institutions worldwide set predefined minimal standards of success, sometimes referred to as cutoff thresholds. These thresholds serve as benchmarks for assessing performance quality and determining eligibility for academic credit or advancement. Findings The proposed approach combines the Angoff method with Rasch item fit statistics to precisely determine the cutoff score by excluding items that do not fit well (misfitting items) in a test. This methodology holds the potential to enhance the fairness and accuracy of grading practices, ensuring that assessments align with educational objectives and provide meaningful feedback to students. Originality/value The value of this research extends to various fields where cutoff scores are used for decision-making purposes. By using Rasch item fit statistics and the Angoff method, practitioners and researchers can enhance the quality and validity of their assessments.

Purpose This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES). Design/methodology/approach A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers. Findings This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs. Originality/value The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES.

Purpose This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland. Design/methodology/approach The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: the data production process and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged. Findings A community of 36 stakeholdersengaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation. Research limitations/implications This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings. Originality/value In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed.

Purpose The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies. Design/methodology/approach This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN? Findings The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling. Originality/value This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.

Purpose Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships. Design/methodology/approach Using a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis. Findings The students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL. Research limitations/implications By introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being. Originality/value The study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.

Purpose The purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary). Design/methodology/approach This study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis. Findings The results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities. Originality/value This study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.

Purpose This paper aims to evaluate the accessibility of digital information systems as a key usability attribute in information retrieval by users with visual impairment (VI), to inform development of accessible information systems. Design/methodology/approach This study used a cross-sectional survey design based on the quantitative research paradigm. Data was collected from 117 students with visual impairments from selected public universities in Kenya, using a semi-structured questionnaire adapted from Web Content Accessibility Guidelines. Findings This study revealed that gender did not influence screen reader compatibility, alternative format preferences, perceptions of accessible content or digital library navigability. Instead, type of visual impairment, prior assistive technology (AT) training and digital library use frequency significantly impacted these attributes. Blind students reported positive experiences, favouring alternative formats, and expressed positive views on accessible content while those with low vision faced more challenges. Prior training in assistive technology and frequent digital library use resulted in higher screen reader compatibility and better navigability. Increased digital library use was linked to access to alternative content for those with prior assistive technology training. Research limitations/implications This study contributes to the existing literature on accessibility of digital information systems for users with visual impairments. Further research is needed to explore other factors that may influence the accessibility of digital systems, such as the design of user interfaces as well as an evaluation of accessibility of digital systems for other categories of disabilities such as hearing impairment, physical impairment, autism and intellectual disability, among others. Practical implications The findings of this study have practical implications for the design and development of digital systems such as digital libraries. Developers can leverage findings of this study to enhance compatibility of digital platforms with screen readers and provide alternative formats and accessible content. User-centred design principles can be used to create interfaces that are easy to navigate and friendly to users with visual impairments. Training programmes on assistive technology should be provided to users to enhance their skills and confidence in using digital systems. Originality/value This study contributes towards design and creation of navigable systems that are compatible with screen readers. The study also points out the importance of creating more inclusive and usable digital environments for persons with visual impairments.