Co-designing ergonomic information environments for students with physical disabilities: lessons from Kenyan universities

Purpose This study aims to investigate how codesign approaches can inform the creation of ergonomic information environments that enhance accessibility, usability and independence for students with physical disabilities (SWPDs) in Kenyan universities. Design/methodology/approach A mixed-methods design was implemented across five public universities in Kenya. Phase one involved ergonomic audits of library and ICT spaces, surveys with SWPDs and semistructured interviews with librarians, disability coordinators and ICT staff. Phase two engaged students and institutional stakeholders in participatory codesign workshops to identify ergonomic barriers and develop appropriate solutions for library and ICT environments. Findings While universities provide visible accessibility infrastructure, such as ramps, accessible entrances and elevators, functional ergonomic considerations, such as adjustable furniture, workstation adaptability, assistive technology positioning and circulation efficiency, remain insufficient. Students reported minimal involvement in planning, leading to interventions that often failed to meet functional needs. Codesign workshops generated practical ergonomic improvements, strengthened user participation and enhanced institutional ownership of accessibility initiatives. Research limitations/implications This study underscores the value of user-centered ergonomic designs in university libraries and ICT spaces. Involving SWPDs in codesign processes enhances independent access, usability and satisfaction, while fostering institutional ownership of accessibility initiatives. Practical interventions, including adjustable furniture, flexible workstations and well-placed assistive technologies, are essential for improving accessibility and supporting inclusive learning environments. However, the effectiveness of these interventions is constrained by limitations such as variable institutional resources, inconsistent staff training and awareness, incomplete participation of students in codesign processes and the ongoing need for monitoring and iterative adjustments. These constraints highlight that while codesign can significantly enhance functional usability, sustainable impact requires continued institutional commitment, dedicated funding and systematic integration of user feedback into planning and facility management. Practical implications The findings have several practical implications for university libraries and ICT environments. First, institutions should prioritize user-centered design by actively involving SWPDs in planning and decision-making, ensuring that furniture, workstations and assistive technologies meet functional needs. Adjustable desks, ergonomic seating and strategically placed assistive devices can significantly enhance independent access and reduce physical strain. Second, staff training in accessibility and assistive technology use is critical to support students effectively and maximize the impact of ergonomic interventions. Third, low-cost, context-sensitive modifications, such as rearranging circulation paths, labeling workstations and optimizing device placement, can yield substantial improvements without large capital investment. Finally, ongoing monitoring, feedback collection and iterative adjustments are essential to maintain usability, sustainability and responsiveness to changing user needs, ensuring that libraries and ICT spaces remain inclusive and effective over time. Social implications The codesign of ergonomic information environments for SWPDs also carries important social implications. By actively involving students in planning and decision-making, universities foster a sense of belonging, agency and empowerment among SWPDs, reducing feelings of marginalization. Inclusive library and ICT spaces promote equitable participation in academic, research and social activities, helping to break down barriers between students with and without disabilities. Furthermore, participatory design processes encourage collaboration between students, staff and administrators, cultivating a culture of mutual respect, empathy and shared responsibility for accessibility. Over time, such socially inclusive practices contribute to broader societal awareness and advocacy for disability rights, reinforcing the value of diversity, equity and inclusion in higher-education communities. Originality/value This paper provides empirical evidence from sub-Saharan Africa, demonstrating how codesign can support inclusive, functional and sustainable information environments in resource-constrained higher-education settings.