Enhancing higher education faculty engagement and inclusion through assistive technology

  • Michael Finetti Caulfield School of Education, Saint Peter’s University, Jersey City, United States of America
  • Nicole Luongo Caulfield School of Education, Saint Peter’s University, Jersey City, United States of America
DOI: https://doi.org/10.25304/rlt.v33.3593
Keywords: accessibility, accommodations, professional development, training

Abstract

As higher education continues to embrace diverse learning needs, the effective integration of assistive technology (AT) into instructional practices has become increasingly important. Despite its potential to promote accessibility and inclusivity, many faculty members lack a clear understanding of what constitutes AT and how to implement it effectively in the classroom. This study explored the challenges higher education faculty face in adopting AT, identifies knowledge gaps that hinder its use and proposes strategies for improving faculty preparedness through targeted professional development. Findings indicated that whilst faculty generally recognise the value of AT in creating inclusive education, its practical application is often limited by insufficient awareness, inadequate training and lack of institutional support. This study highlighted the need for a coordinated, campus-wide approach to AT implementation that includes faculty training, accessible support structures and the promotion of a culture that normalises the use of AT in higher education.

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Published
2025-12-22
How to Cite
Finetti M., & Luongo N. (2025). Enhancing higher education faculty engagement and inclusion through assistive technology. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3593
Issue
Vol. 33 (2025)
Section
Original Research Articles
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