Digital accessibility is essential for fair participation in computing education, especially in the Global South, where there are ongoing issues related to infrastructure and socio-economic differences. This paper looks at how accessible computing education is by examining policies, technology readiness, and teaching methods that affect inclusivity in developing regions. A qualitative research approach was used, mixing literature review with case studies from India, Kenya, and Brazil. The study uses data from UNESCO, World Bank, and ITU reports, as well as academic articles and NGO findings, to evaluate how accessibility challenges appear in different socio-economic situations. The analysis identifies four main barriers: poor infrastructure, weak policy enforcement, low awareness among teachers, and high costs of assistive technologies. Despite these challenges, there are encouraging developments such as community-led initiatives, open-source assistive tools, and AI-supported accessibility technologies that show potential for scalable solutions. The paper suggests a multi-layered strategy that focuses on universal design principles, policy incentives, teacher training, and international collaboration to improve digital accessibility. These insights aim to create a sustainable plan for an inclusive computing education and to reduce the accessibility gap between the Global North and South.
Khursheed et al. (Wed,) studied this question.