The global pursuit of inclusive education, as championed by the United Nations Sustainable Development Goal 4 (SDG-4), underscores the imperative to provide equitable, high-quality learning opportunities for all, irrespective of ability, identity, or socio-economic context (UNESCO, 2016). As educational systems increasingly integrate digital technologies such as learning management systems (LMS), virtual classrooms, and artificial intelligence-driven platforms ensuring accessibility for diverse learners becomes both a critical opportunity and a complex challenge. Human-computer interaction (HCI) offers a robust framework for designing educational tools that accommodate varied cognitive, sensory, physical, and sociocultural needs, thereby fostering inclusivity. However, many existing digital learning environments fall short of accessibility standards, disproportionately marginalizing learners with disabilities, neurodiverse profiles, or those from multilingual and low-resource settings (Alotaibi, 2024; Lazar et al., 2015). This study explores the role of accessible HCI in bridging the gap between technological innovation and educational equity, drawing on principles of universal design for learning (UDL) and participatory design. Through an analysis of theoretical frameworks, global case studies, and strategic recommendations, this research advocates for a paradigm shift in educational technology design, prioritizing inclusivity as a core principle to ensure no learner is excluded in the digital era. Recent advancements, such as AI-driven assistive technologies, further highlight HCI¿s potential to enhance inclusivity by enabling adaptive interactions for diverse learners (e.g., gesture-based systems for students with physical impairments) (Kimmons & Veletsianos, 2016). By reimagining design processes, this study contributes to the discourse on creating equitable digital learning ecosystems that empower all learners (Figure 8.1).
