Web Accessibility and Institutional Readiness for Inclusive Governance in Philippine Higher Education

Glenne Lagura; Ian Jay  Padios; Marilou  Junsay; Hanny Jane  Enecito; Elaiza   Apellido; Lady Jean Balbastro; Lino Daapong; Sarah  Dacut

Authors

Glenne B. Lagura Davao del Norte State College, Panabo City, Philippines https://orcid.org/0000-0003-4142-2771
Ian Jay T. Padios Davao del Norte State College, Panabo City, Philippines
Marilou D. Junsay Davao del Norte State College, Panabo City, Philippines
Hanny Jane D. Enecito Davao del Norte State College, Panabo City, Philippines
Elaiza C. Apellido Davao del Norte State College, Panabo City, Philippines
Lady Jean P. Balbastro Davao del Norte State College, Panabo City, Philippines
Lino C. Daapong Jr. Davao del Norte State College, Panabo City, Philippines
Sarah Dacut Davao del Norte State College, Panabo City, Philippines

Keywords:

Web Accessibility, Inclusive Governance, WCAG 2.1, IDEA Framework

Abstract

With digital platforms becoming central to public service delivery, web accessibility is essential for inclusive governance in higher education. This study evaluates the accessibility and readiness of 17 State Universities and Colleges (SUCs) in the Philippines through their official websites, one from each region. Guided by WCAG 2.1 and national standards (RA 10754, DICT MC 2017-004), the study employed a mixed-methods approach combining automated tools and qualitative usability analysis, this revealed a number of structural and semantic obstacles, such as the absence of alternative text, improper color contrast, and navigation inefficiency. Another finding of the qualitative evaluation was there were common gaps in the usability, identity consistency, and clarity of content. Interestingly, no websites were fully compliant, and only two have reached the level of digital maturity of what is known as Enhanced Web Presence. These observations reveal institutional issues that restrict fair distribution of digital services and neglect people with disabilities or low levels of digital literacy. To address this, the study suggests the IDEA Framework of Inclusive Web Governance that explains four major dimensions including Institutionalization of accessibility policies, Designing inclusive and compliant interfaces, Evaluation in terms of regular audits, and Action in terms of strategic interventions like training, content governance, and feedback. This highlights the critical role of SUCs not only as educational institutions but also as public service providers. Enhancing website accessibility is not merely a technical concern—it is a governance imperative that ensures transparency, citizen participation, and inclusive digital transformation.

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