Key points:
- More training, time, and clearer policies will help boost accessibility
- Accessibility in education: Strategies for compliance with ADA Title II updates
- A strategic approach to meet the 2026 digital accessibility mandate
- For more on accessibility policies, visit eSN’s Teaching & Learning hub
Despite strong belief that accessibility improves student learning, only 11 percent of U.S. faculty say they have the right tools and training to create accessible course content, according to new findings from Anthology.
The data, drawn from Anthology’s 2025 Faculty Survey of 2,508 instructors, shows a growing divide between intent and implementation: Seventy-six percent of faculty agree that accessible content positively impacts student outcomes, but the vast majority face barriers ranging from limited training and insufficient institutional resources–making it difficult to consistently create and deliver content that meets learners’ needs.
“This data sends a clear message: Faculty care about accessibility, but they need help,” said Dr. Amy Lomellini, director of accessibility at Anthology. “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.”
Accessibility isn’t the standard–yet
- Only 22 percent of faculty consistently consider accessibility when designing course materials
- Eighty-one percent of faculty need more information on the ADA Title II requirement regarding conformance to WCAG 2.1; 36 percent said they are not aware at all of the requirements of this legislation and a further 45 percent said they were aware but unclear on the details
- Faculty cited lack of training (29 percent), lack of time (28 percent), and limited knowledge of available tools (27 percent) as top challenges to making course content more accessible
- Accessibility tools aren’t top of mind. Only 18 percent of faculty proactively tell students what tools are available to help them access coursework in different formats. Thirty percent don’t share this information at all, and 17 percent are unaware of what tools their own institution provides
Accessibility advocacy lowest among newer faculty
- Instructors with fewer than two years of teaching experience were the least confident in their abilities to create accessible content
- Thirty-three percent rarely or never consider accessibility when creating materials
- Seventy-four percent do not use accessible design elements such as captions or structured formatting
- Only 10 percent proactively inform students about available accessibility tools
- Thirty percent ranked training as their top need to improve content accessibility
- Only 14 percent reported being fully aware of the ADA Title II requirements regarding conformance to WCAG 2.1
Faculty call for more training, time, and guidance
When faculty were asked what resources would help them make their digital content more accessible, top responses included:
- More training on accessibility best practices (26 percent)
- Time to update and review course materials (23 percent)
- Content audits to flag issues (22 percent)
- Clearer institution-wide policies and standards (20 percent)
“The release of this data is a timely reminder for institutions to continually promote the accessibility tools, resources, and programs available to support both their faculty and students,” said Dr. Lomellini.
This press release originally appeared online.
