Among the many ways the higher ed landscape is rapidly evolving are an increased number of neurodivergent students seeking access and the impact of the COVID-19 pandemic, which reshaped Gen Z’s approach to higher education. The result was a significant shift in learning preferences and accelerating demand for online environments.
Accessibility standards often overlook the unique needs of these students, who benefit from thoughtful UX design, intuitive navigation, and flexible content delivery. This session will share key insights from qualitative research and usability testing, revealing critical consideration for designing university websites that attract, serve, and engage neurodivergent and post-COVID Gen Z students. It will explore the intersection of web accessibility and neurodivergence, highlighting design considerations such as cognitive load, motion sensitivity, and reading preferences.
Through a case study from Empire State University, attendees will gain practical strategies for improving accessibility and engagement, fostering a sense of belonging and facilitating digital experiences that are more inclusive, effective, and aligned with evolving expectations.
Presenters
- Doug Gruse — Empire State University
- Elizabeth Lowe — iFactory
- Jeremy Perkins — iFactory
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Shortcode
UD3