Advancing accessibility and inclusion in nature‐based education through the integration of assistive technologies

Abstract This study investigates the integration of assistive technologies (e.g., screen readers and closed captioning tools) and alternative content formats (e.g., tagged PDFs and ePubs) in postsecondary environmental education to enhance accessibility and inclusivity. It explores how these tools, along with alternative formats, have reshaped students' learning experiences across various course types and delivery modes. The study involved 284 students enrolled in 12 different courses within the Faculty of Forestry & Environmental Stewardship at the University of British Columbia, spanning all year levels and multiple different concentrations. Participants completed a questionnaire at both the beginning and the end of the academic term to assess their accessibility needs. The findings reveal that key challenges in accessibility include the unclear organization and structure of course content, lack of text representation of video content, and the poor readability of scanned and digital materials. These challenges can be mitigated through a more consistent course structure, the increased use of closed captions, and assistive technologies like Blackboard Ally Alternative Formats. These findings highlight the importance of integrating thoughtful course design and assistive technologies to create an accessible learning environment in postsecondary environmental education, ensuring that students can effectively engage with and benefit from their educational experiences.