Longitudinal Study Reveals Persistent Digital Accessibility Challenges on Australian University Websites

A new study published this month provides the most comprehensive longitudinal assessment yet of how well Australian university websites serve users with disabilities. Researchers from the University of New South Wales examined all 42 Australian university homepages and key pages across two phases in 2022 and 2024, combining automated testing tools with manual audits to identify both technical errors and real-world usability barriers.

The findings show modest progress in reducing the overall number of accessibility errors, yet critical issues remain widespread. Missing alternative text for images, inconsistent heading structures, unclear link and button labels, and elements that fail to work with screen readers continue to create obstacles for students and staff who rely on assistive technologies.

Background on Digital Accessibility in Higher Education

University websites serve as primary gateways for prospective students, current enrollees, researchers, and the broader community. They host course information, enrolment portals, research repositories, and support services. When these platforms fall short on accessibility, they can exclude people with visual, auditory, motor, or cognitive disabilities from full participation in higher education.

In Australia, the Disability Discrimination Act 1992 requires educational institutions to provide equal access to information and services. The Australian Human Rights Commission has endorsed WCAG 2.2 Level AA as the benchmark standard. Despite these obligations, many institutions struggle with implementation amid complex content management systems, third-party tools, and limited specialist expertise.

Methodology of the 2022–2024 Evaluation

The research team adopted a hybrid approach. Automated scanners identified common technical violations such as missing alt attributes and low-contrast text. Manual testing then assessed more nuanced aspects including keyboard navigation, focus indicators, and logical reading order that tools often miss.

Evaluators reviewed the homepage plus representative pages covering admissions, courses, research, and student support. This multi-method design allowed the study to capture both quantitative error counts and qualitative usability problems that affect real users.

Key Findings: Modest Gains but Enduring Barriers

Between the two evaluation periods, the total number of detected accessibility errors declined across the sector. Several universities demonstrated clear improvements in automated scores, suggesting growing awareness and targeted remediation efforts.

Nevertheless, the study highlights that many problems persist. Missing or inadequate alternative text for images remains one of the most common issues, preventing screen-reader users from understanding visual content. Heading structures often lack logical hierarchy, making it difficult for users to navigate long pages efficiently.

Link and button labels frequently fail to convey purpose clearly when read out of context. Elements that are not fully compatible with assistive technologies continue to block keyboard-only navigation and voice-command users.

Photo by Laura Rivera on Unsplash

Issues That Automated Tools Cannot Fully Capture

The researchers emphasised that some of the most significant barriers require human judgment. Inadequate colour contrast, invisible focus indicators, and poor keyboard navigability were repeatedly identified during manual audits. These problems directly affect users with low vision or motor impairments who cannot rely solely on mouse interaction.

PDF documents attached to university sites also showed widespread accessibility shortcomings, with many lacking proper tagging or readable text layers.

Implications for Students and Educational Equity

Inaccessible websites can compound existing disadvantages for students with disability. Prospective students may struggle to find information about support services or accessible course materials. Current students may face barriers when enrolling, accessing lecture recordings, or submitting assignments online.

The study notes that ongoing inaccessibility risks widening educational inequality at a time when Australian universities are working to increase participation from underrepresented groups. Staff with disabilities may also encounter unnecessary hurdles in their daily work.

Legal and Regulatory Context in Australia

Australian universities operate under the Disability Discrimination Act and must meet WCAG standards. Recent guidance from the Australian Human Rights Commission has reinforced expectations around digital products and services. The Digital Transformation Agency’s policies for government digital services further underscore the importance of inclusive design across the public sector.

While no single enforcement body conducts routine audits of university websites, complaints under the DDA can lead to investigations and required remediation. The longitudinal data provides universities with a clear baseline for demonstrating progress or identifying areas requiring urgent attention.

Recommendations for University Administrators and Developers

The authors call for regular hybrid audits rather than reliance on automated tools alone. They recommend embedding accessibility requirements into procurement processes for content management systems and third-party platforms.

Training for web developers, content creators, and academic staff is highlighted as essential. Institutions are encouraged to publish accessibility statements that detail current conformance levels and remediation timelines.

Collaboration across the sector, including sharing of best practices and tools, could help smaller universities with limited resources achieve meaningful improvements.

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Future Outlook and Global Relevance

The study concludes that while some progress is evident, sustained commitment is required to achieve genuinely inclusive digital environments. As universities increasingly deliver hybrid and online learning, the stakes for accessibility continue to rise.

Insights from the Australian context hold value for higher education institutions worldwide facing similar challenges with legacy websites, complex content ecosystems, and evolving standards.

Stakeholder Perspectives and Next Steps

Disability advocates and student organisations have welcomed the publication, noting that transparent data can drive accountability. University leaders are expected to review the findings against their own institutional audits and accessibility roadmaps.

Further research could expand the evaluation to include mobile applications, learning management systems, and library platforms that form critical parts of the student digital experience.