2024 ASEE Annual Conference & Exposition

This mapping review examines the integration of digital accessibility within computer science education, a critical component of educational equity in our increasingly digital world. With the rapid shift to online course learning driven by events such as the COVID-19 pandemic, the need for accessible educational resources has become more pronounced, highlighting the challenges faced by both students and faculty. This review examines various scholarly publications to map out the current landscape of digital accessibility in higher education computing programs. It identifies prevalent challenges and explores those efforts undertaken by educational researchers to enhance the accessibility of their curricula.

The review adopts a mapping literature review methodology, enabling a broad coverage of relevant studies without focusing on detailed critical appraisals. Key databases such as IEEE Xplore and ACM Digital Library were searched using targeted keywords such as “Digital Accessibility” AND “Computer Science Education”, “Online learning” OR “Virtual Classrooms” AND “Accessibility”, “Inclusive Education” AND “Computer Science” OR “E-Learning”. The collected data was analyzed using thematic analysis methods to identify recurring themes and to highlight significant gaps in the literature.

Our findings reveal that while there is a growing awareness of the necessity for accessible learning environments, implementation practices vary significantly, often lacking consistency. The review discusses the implications of these findings for future research, and educational practice, emphasizing the need for more systematic approaches to integrate accessibility into the computing curriculum effectively. This synthesis not only contributes to academic discourse but also serves as a guide for improving digital accessibility in computer science education, ultimately aiming to foster an inclusive academic environment for all students.