How Does Training in Digital Accessibility Contribute to the Professional Development of Instructional Designers?: Cross-Perspectives

Abstract

In the context of higher education in France, instructional designers can play a key role in implementing digital accessibility, which is essential to ensure more inclusive pedagogy. This article examines a degree-awarding training opportunity in digital accessibility for these professionals. The article is based on the training journeys of three instructional designers, who share their experiences in acquiring new skills in digital accessibility as well as the prospects offered by these new skills. Their testimonies illustrate how this training has influenced their professional development, by broadening their current responsibilities or facilitating transitions to new roles. Furthermore, the article explores the tensions between institutional and legal requirements and pedagogical challenges, as well as the need for these professionals to adapt to a constantly evolving field. Positioned at the intersection of multiple stakeholders, they must navigate technological transformations and new pedagogical practices induced by digital tools. It seeks to shed light on the challenges and opportunities associated with training in digital accessibility, while emphasizing the importance of cross-disciplinary collaboration that can promote more inclusive pedagogy.