Explore the vast range of titles available.

This study examines the design characteristics of subway transfer station facilities in South Korea using an expanded Universal Design (UD) framework that integrates principles of sustainability. Five representative transfer stations were selected for evaluation using a customized assessment tool grounded in seven adapted UD principles: equitability, simplicity, perceptibility, safety, low physical effort, accessibility, and sustainability. Facility elements were analyzed across five categories: access routes, internal facilities, sanitary amenities, guidance systems, and other supportive features. Field observations and scoring using a structured evaluation scale revealed both strengths and critical deficiencies. Key issues identified include inadequate vertical mobility infrastructure, insufficient tactile signage for visually impaired users, and inconsistencies in environmentally responsive design. These shortcomings highlight the need for more inclusive and sustainable design interventions. The study emphasizes the importance of integrating accessibility and ecological responsibility in the planning and renovation of transit facilities. By offering empirical data and actionable recommendations, this research contributes to improving the design quality of transfer stations, fostering more inclusive, efficient, and environmentally resilient urban transportation systems–both in South Korea and in global urban contexts.

The integration of Artificial Intelligence (AI) into higher education offers new opportunities for inclusive and sustainable learning. This study investigates the impact of an AI-enabled microlearning cycle—comprising short instructional videos, formative quizzes, and structured discussions—on student engagement, inclusivity, and academic performance in postgraduate management education. A mixed-methods design was applied across two cohorts (2023, n = 138; 2024, n = 140). Data included: (1) survey responses on engagement, accessibility, and confidence (5-point Likert scale); (2) learning analytics (video views, quiz completion, forum activity); (3) academic results; and (4) qualitative feedback from open-ended questions. Quantitative analyses used Wilcoxon signed-rank tests, regressions, and subgroup comparisons; qualitative data underwent thematic analysis. Findings revealed significant improvements across all dimensions (p < 0.001), with large effect sizes (r = 0.35–0.48). Engagement, accessibility, and confidence increased most, supported by behavioural data showing higher video viewing (+19%), quiz completion (+21%), and forum participation (+65%). Regression analysis indicated that forum contributions (β = 0.39) and video engagement (β = 0.31) were the strongest predictors of grades. Subgroup analysis confirmed equitable outcomes, with non-native English speakers reporting slightly higher accessibility gains. Qualitative themes highlighted interactivity, real-world application, and inclusivity, but also noted quiz-related anxiety and a need for industry tools. The AI-enabled microlearning model enhanced engagement, equity, and academic success, aligning with SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). By combining Cognitive Load Theory, Kolb’s experiential learning, and Universal Design for Learning, it offers a scalable, pedagogically sustainable framework. Future research should explore emotional impacts, AI co-teaching models, and cross-disciplinary applications. By integrating Kolb’s experiential learning, Universal Design for Learning, and Cognitive Load Theory, this model advances both pedagogical and ecological sustainability.

Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs that meet emergent student needs in a learning environment. This article focuses on a case study with a concurrent mixed-methods design that explored how a codesign process involving researchers, an educator, and students evolved to facilitate the implementation of UDL in an elementary classroom. An elementary educator and 25 students participated in the study. Quantitative and qualitative data collected from observations, interviews, and repeated measurements of student engagement were analyzed to track changes in the educator’s instructional designs, attitudes toward UDL implementation, and student engagement. We identified an improvement in the educator’s UDL-aligned instructional practices and positive attitudes toward using student perception data to inform instructional improvement through the codesign process. Opportunities and challenges with respect to the UDL implementation were discussed.

Public green spaces are vital to urban life, offering recreational opportunities, enhancing mental and physical well-being, and supporting environmental sustainability. This study presents a structured evaluation of ten public parks in Riyadh, categorized as neighborhood, local, and large parks, and compares their performance to two internationally recognized benchmark parks—Hyde Park and Regent’s Park in London. A partly original evaluation framework was developed to assess the design-related and environmental (nature-based) qualities of these parks. The framework integrates 50 criteria grouped into nine categories, combining quantitative scoring on a five-point scale with qualitative on-site observations. This method enables a comprehensive assessment of design quality, accessibility, and sustainability features. A city-wide map with a color-coded legend illustrates the distribution of the evaluated parks, while field observations and photographic documentation supported the data collection. Findings reveal notable variations in design quality, accessibility, and sustainability across the parks. The results highlight both strengths and gaps compared to international benchmarks, providing valuable insights for improving park design and management. This study contributes to ongoing efforts to enhance park usability and align with Riyadh’s Vision 2030 objectives, offering a practical decision-support tool for planners, managers, and policymakers seeking resilient and inclusive public green spaces.

This design case describes how the principles of Universal Design for Learning (UDL) informed the development of SpectrumPlay, a digital tool created to support learning and instruction of elementary music literacy and composition in inclusive music classrooms. The learning supports embedded in the tool enable students with visual processing difficulties learn to read music notation and play independently. Informed by Universal Design for Learning and Cognitive Load Theory, SpectrumPlay emerged as a direct response to the needs of diverse students. The tool evolved from a paper prototype that supported independent learning to a digital software that accounts for individual learner needs. In this design case, design judgments and prototype iterations provide precedent to the learning technologies design community for transforming an inclusive instructional design strategy into a digital tool with broad transformational reach.

Social inclusion aims to achieve an inclusive society that entails respect for human diversity and upholds principles of equality and equity, allowing all groups to take part in the society. Universal Design (UD) promotes inclusiveness by supporting access for all and easy use of the built environment, thus eliminating any form of exclusion and discrimination. This study examines the UD application in Aswan’s administrative buildings. The study relied on the descriptive, analytical, and inductive approach, through the identification of deficiencies in the selected administrative buildings’ design, and the clarification of development strategies to make these buildings for all. The case study method has two processes (approaches) in evaluating the case study buildings; the first was by the researchers according to UD requirements using the study’s checklist; the second was by users according to UD principles using interviews and task sheets. This research aims at emphasizing the positive effects of UD application on the selected buildings. In addition, it also aims at determining the compatibility of those buildings with the UD concept. The study result showed that the case study buildings are not compatible considerably with the requirements of the UD and its principles. The research concluded that architects should consider UD requirements and principles when designing administrative buildings and when rehabilitating and developing the existing ones. Thus, the study’s outputs could be used as a guidance tool by architects and construction managers in introducing universally designed buildings to all users.

Cooling sportswear products have been used to improve the comfort of individuals exposed to hot–humid climate conditions; however, these products were not explored adequately in the outdoor sports context. Moreover, it is not known if these products meet the needs of athletes in developing and tropical countries. Therefore, this study presents the design and exploratory evaluation of affordable cooling sportswear (T-shirt). Eight Sri Lankan athletes tested the sportswear prototype over three-weeks, undergoing a 30 min cycling trial that covered 15 km. The results show that the cooling sportswear improved cooling comfort, sweat evaporation, and overall comfort of the athletes by increasing ventilation and reducing body temperature. The developed prototype assisted in identifying suggestions for designing cooling sportswear products, including aesthetic, cost, functional, and sustainability considerations. These suggestions may guide researchers to develop affordable and sustainable cooling sportswear for endurance cycling athletes living in developing and tropical countries.

To be successful, policy must anticipate a broad range of constituents. Yet, all too often, technology policy is written with primarily mainstream populations in mind. In this article, drawing on Value Sensitive Design and discount evaluation methods, we introduce a new method—Diverse Voices—for strengthening pre-publication technology policy documents from the perspective of underrepresented groups. Cost effective and high impact, the Diverse Voices method intervenes by soliciting input from “experiential” expert panels (i.e., members of a particular stakeholder group and/or those serving that group). We first describe the method. Then we report on two case studies demonstrating its use: one with a white paper on augmented reality technology with expert panels on people with disabilities, people who were formerly or currently incarcerated, and women; and the other with a strategy document on automated driving vehicle technologies with expert panels on youth, non-car drivers, and extremely low-income people. In both case studies, panels identified significant shortcomings in the pre-publication documents which, if addressed, would mitigate some of the disparate impact of the proposed policy recommendations on these particular stakeholder groups. Our discussion includes reflection on the method, evidence for its success, its limitations, and future directions.

PurposeThis study aims to determine the design factors that may affect the design of disabled students. Additionally, this study assesses and compares the reality between the public Jordanian universities’ built environment and international universities based on the Americans with Disabilities Act checklist – version 2.1 – to provide an accessible built environment for physically disabled people. Furthermore, this study examines the satisfaction degree of physically disabled people with the built environment in selected universities. Besides, this study examines the relationships/interrelationships between the students’ demographic factors, design factors and the degree of the disabled students’ satisfaction.Design/methodology/approachThis research used different data collection methods to answer the research questions: literature review, observation and questionnaire. Additionally, this study used different analytical and statistical methods, such as comparative analysis between the local cases and the selected international case study based on the Americans with Disabilities Act checklist, version 2.1, descriptive analysis and Pearson r correlational statistics.FindingsThis research found that the Jordanian public universities did not apply all required design factors to achieve a high degree of the built environment of accessibility and provide all the requirements and needs of physically disabled students like international universities. Additionally, half of the physically disabled students respondents were satisfied with the availability and quality of pathways, ramps, doors and corridors, non-slippery materials, elevators, accessible entrances, entrances doors, methods of openings, adequate spaces for wheelchair students at the configuration of the entrance and the availability of railing. In contrast, they were unsatisfied with the availability of parking and bathrooms for each gender and signage systems. Moreover, this research found no significant differences between gender and educational level and all factors that may impact the students’ satisfaction with campus environmental design. Furthermore, this research found that there was a strong to very strong positive linear association and a significant correlation/intercorrelation between the availability and the design quality of parking, entrances, doors, lobbies and corridors, bathrooms, signage systems and information, ramps, elevators and stairs and the disabled students’ satisfaction degree.Practical implicationsThis research tends to help disabled students participate entirely and independently in the built environment and all aspects of society, involve them within the community and facilitate their access to universities’ urban space. This research considers guidelines and checklists for architects and policymakers to apply through all design and retrofitting processes to meet disabled students’ requirements. This research provides a vital understanding of the needs of disabled students in educational spaces to create a barrier-free campus environment.Originality/valueInclusive design is a relatively new architectural concept. It provides means to ensure access and equal participation in the built environment, offers the opportunity to improve and design new equivalent solutions in architecture simultaneously and covers the way for a broad clarification of equality. Applying the concepts of inclusive design is a step toward eliminating the barriers imposed on the built environment in public universities and creating an accessible built environment. In addition, this research can guide future research in other institutions.