Purpose This paper aims to present a practical case study from the University of Nairobi Library, outlining the efforts to enhance digital inclusion for Students with Disabilities (SWDs). This study focused on three key areas of support: interdepartmental collaboration, financial investment in accessibility and staff training. Through a direct survey of SWDs and interviews with library and disability services leaders, the authors identified practical challenges and opportunities. This paper shares the findings and offers actionable recommendations for academic libraries aiming to create genuinely accessible digital environments, drawing on real-world experiences from a major Kenyan institution. Design/methodology/approach This study used a practical, user-centered case study approach at the University of Nairobi Library. Data was gathered through a direct survey administered to SWDs to capture their experiences and perspectives on digital resource accessibility. In-depth interviews were conducted with three key personnel: the University Librarian, the Systems Librarian and the Director of Disability Services. This dual approach provided a comprehensive understanding of digital inclusion from both the user’s standpoint and the institutional, administrative and technical perspectives, allowing for the identification of practical challenges and opportunities. Findings The assessment revealed that, although a willingness to cooperate exists, interdepartmental collaboration on digital accessibility is primarily informal and reactive, resulting in fragmented efforts and student confusion regarding support. Funding for accessibility initiatives is inconsistent and insufficient, resulting in outdated assistive technologies and limited accessible content. Furthermore, library and IT staff demonstrate a clear need for specialized training in assistive technologies, Universal Design principles and Web Content Accessibility Guidelines (WCAG) standards, impacting their ability to provide comprehensive and proactive support to SWDs. Research limitations/implications This study, being a single-institution case study at the University of Nairobi Library, inherently limits the generalizability of its findings to other academic libraries, particularly those in different socio-economic contexts or with varying institutional structures. While the findings offer valuable insights into a major Kenyan institution, direct replication of all recommendations might require adaptation elsewhere. However, the detailed exploration of challenges such as fragmented collaboration, insufficient funding, training gaps and the practical, actionable recommendations provides significant implications for academic libraries in similar resource-constrained environments globally. The user-centered approach emphasizes the crucial need to integrate student perspectives to improve digital inclusion efforts genuinely. Future research could explore multi-institutional comparative studies to validate and broaden these findings. Practical implications This study provides actionable steps for academic libraries to enhance digital inclusion genuinely. Libraries should formalize interdepartmental collaboration through dedicated task forces and embed accessibility in all digital resource procurement. Crucially, securing a consistent and protected budget for assistive technologies, content conversion and accessible resources is vital. Finally, mandatory, ongoing staff training in Universal Design, WCAG and disability awareness will equip staff to provide effective and proactive support, directly improving the learning experience for SWDs. Social implications Successfully implementing digital inclusion as outlined in this study extends beyond mere compliance; it fosters a more equitable and inclusive educational environment. By addressing accessibility gaps, the University of Nairobi Library empowers SWDs to participate fully in academic life, reducing feelings of marginalization and enhancing their self-reliance and academic success. This promotes a societal shift toward valuing diversity and ensuring equal opportunities for all individuals, ultimately contributing to a more inclusive and productive citizenry in Kenya and beyond. It also serves as a model for other institutions to champion social equity. Originality/value This case study offers significant originality and value by providing a rare, practical and in-depth examination of digital inclusion efforts at a major public university in a developing country context, specifically, the University of Nairobi Library in Kenya. Unlike theoretical discussions, it draws on real-world experiences from both SWDs and key institutional staff. The direct identification of specific, actionable challenges (informal collaboration, inconsistent funding and training gaps) and the subsequent provision of concrete recommendations make this a convenient and valuable resource for academic libraries globally, especially those facing similar resource constraints and aiming to move from policy to tangible, impactful implementation.
Maina et al. (Wed,) studied this question.