Digital agility and digital decision-making conceptualising digital inclusion in the context of disabled learners in higher education

Abstract

Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: one that focuses on technology, personal and contextual factors, and one that focuses on resources and choices. This framework will be used to present and discuss the results of a study which aimed to explore the e‐learning experiences of disabled students at one higher education institution. The discussion will focus particularly on concepts of digital agility and digital decision‐making, and will consider the potential implications for the empowerment of disabled students.