University websites are essential platforms for disseminating information and facilitating online education. While existing research has identified accessibility gaps in Oceania’s higher education institutions, there remains a limited understanding of persistent barriers and insufficient continuous evaluation practices. This study addresses these gaps by conducting a two-phase accessibility evaluation (2022–2024) of 42 Australian university websites, employing a multi-method approach integrating automated tools and manual auditing. The findings reveal some improvement, primarily due to a reduction in the number of accessibility errors detected across university websites. However, common issues persist, including missing alternative text, inconsistent heading structures, unclear link and button labels, and elements that are not compatible with screen readers or other assistive technologies. Notably, critical accessibility issues that cannot be reliably detected by automated tools, such as focus visibility, inadequate colour contrast, and poor keyboard navigability, also persist. This study argues that ongoing web inaccessibility may exacerbate educational inequality. Additionally, we examine reasons behind the persistence of specific accessibility barriers and highlight the limitations of solely automated evaluations, illustrating why a hybrid evaluation approach is essential. Acknowledging limitations such as the time-bound nature of the evaluation, this study provides practical recommendations for administrators, developers, and policymakers, offering a robust framework for continuous and comprehensive accessibility assessment. While grounded in the Australian university context, these insights have global relevance for improving web accessibility in higher education institutions worldwide.
Badiuzzaman et al. (Tue,) studied this question.