Most faculty lack tools & training for accessible content

A new survey of higher education faculty has found that a majority do not feel equipped to create accessible digital content for students with disabilities, with only 11% reporting they have the necessary tools and training.

The findings come from Anthology's 2025 Faculty Survey, which gathered responses from 2,508 instructors at two- and four-year institutions across the United States.

According to the survey, 76% of faculty agree that accessible content positively impacts student outcomes, yet significant barriers remain when it comes to providing content that meets accessibility standards. These barriers include limited training, insufficient institutional resources, and a lack of clarity around legislative requirements.

Dr. Amy Lomellini, Director of Accessibility at Anthology, commented on the survey results, stating, "This data sends a clear message: Faculty care about accessibility, but they need help. The findings reveal a powerful opportunity for institutions to support their faculty and improve learning experiences for their students. All learners benefit from content designed following accessibility best practices."

The survey report outlines that only 22% of faculty consistently consider accessibility when designing course materials. Meanwhile, 81% of faculty expressed a need for more information on the ADA Title II requirement concerning conformance to Web Content Accessibility Guidelines (WCAG) 2.1. Of those surveyed, 36% indicated they were not aware of the requirements of this legislation, and a further 45% said they were aware but unclear on the details.

Faculty highlighted several challenges to making course content more accessible. Twenty-nine percent cited lack of training, 28% pointed to lack of time, and 27% reported limited knowledge of available tools as the primary obstacles.

Accessibility tools are also not widely discussed with students. The survey found that only 18% of faculty proactively inform students about tools available to help access coursework in different formats. Thirty percent do not share this information, and 17% reported being unaware of what tools their own institution provides.

Experience level also affects confidence and practices around accessibility. Instructors with fewer than two years of teaching experience, described as newer faculty in the survey, were the least confident in their ability to create accessible content. Among this group, 33% said they rarely or never consider accessibility when creating course materials. Seventy-four percent do not use accessible design elements such as captions or structured formatting, and just 10% proactively tell students about available accessibility tools.

Newer faculty also reported a lack of awareness regarding legal requirements, with only 14% stating that they are fully aware of ADA Title II requirements and WCAG 2.1 conformance. Training was the top need for this group, with 30% ranking it as their main requirement to improve content accessibility.

When asked about resources that would help them make digital content more accessible, faculty respondents listed more training on accessibility best practices (26%), additional time to update and review course materials (23%), content audits to flag accessibility issues (22%), and the need for clearer, institution-wide policies and standards (20%).

Emphasising the importance of institutional support, Dr. Lomellini said, "The release of this data, coinciding with Global Accessibility Awareness Day, is a timely reminder for institutions to continually promote the accessibility tools, resources, and programs available to support both their faculty and students."

The survey findings highlight critical gaps in support, awareness, and training on college campuses, with many faculty members reporting a lack of clarity around legal and best practice requirements for accessibility. As a result, institutions face the challenge of bridging the gap between intent and the consistent implementation of accessible learning experiences for all students.