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One billion people worldwide are living with disabilities (WHO, 2021). As learning designers, we have a responsibility – and opportunity – to create content that truly works for everyone. The Web Content Accessibility Guidelines (WCAG) 2.2 show us how to setting the benchmarks for ensuring eLearning is inclusive.  

So, what does WCAG 2.2 look like in practice? Let’s explore. 

What’s New in WCAG 2.2?

WCAG 2.2 is the latest version of accessibility guidelines developed by the Web Accessibility Initiative (WAI). It ensures your digital content meets the POUR principles:  

  • Perceivable: Content must be presentable to users in ways they can perceive 
  • Operable: Interface components must be easy to navigate 
  • Understandable: Content and operation must be comprehensible 
  • Robust: Content must work with various assistive technologies 
     

Building on WCAG 2.1, the updated version introduces new success criteria, such as enhanced focus indicators, more accessible authentication processes, and improved support for users with low vision or cognitive impairments. 

Key Changes You Need to Know

Here’s a summary of the key changes in WCAG 2.2 compared to its predecessor: 

1. Clearer Focus Indicators (Appearance) 
Ever used the Tab key to move through a website? That blue outline you sometimes see around buttons or links? That’s a focus indicator. The new rules say these need to be: 

  • Focus indicators (the visual outlines around interactive elements) must now be more visible and stand out against backgrounds. 
  • Much easier to see 
  • Clearly visible against any background colour 
  • Helpful for keyboard-only users 
  • Useful for everyone trying to keep track of where they are on a page. 

2. Easier Ways to Log In (Accessible Authentication) 
Remember those squiggly letters you sometimes have to type to prove you’re human (CAPTCHA)? They can be really hard for some people. The new rules say websites should:. 

  • Use simpler ways to verify users 
  • Allow login through email links 
  • Use fingerprint or face recognition where possible 
  • Make it easier for everyone to access their accounts 

3. Better for Low Vision Users (Dragging Movements) 
Drag-and-drop features are no longer a nightmare for users with low vision or motor impairments. 

  • WCAG 2.2 mandates alternatives for dragging, such as clickable buttons.  

This ensures all learners can interact with content in ways that suit their needs. 

4, Orientation Flexibility (Accessible Orientation) 
Stuck with a locked screen orientation? Not anymore! Whether you’re holding your phone upright or sideways, websites should: 

  • Work properly either way 
  • Keep text readable 
  • Keep buttons and menus easy to use 
  • Only require a specific screen position if absolutely necessary

5. Support for Cognitive Disabilities (Consistent Help) 

Learners can now find support more easily, thanks to the Consistent Help guideline. The new rules say: 

  • Help buttons should be in the same place on every page 
  • Contact information should be easy to find 
  • Instructions should be clear and consistent 

These changes help everyone, not just people with disabilities. Think about: 

  • When you’re trying to use your phone in bright sunlight 
  • If you’ve ever had a temporary injury 
  • When you’re tired and finding it hard to focus 
  • If you’re trying to learn in a noisy environment 
  • Making content accessible means making it better for everyone. 

How to Apply WCAG 2.2 in eLearning

Let’s break down how to actually implement these guidelines in your everyday eLearning design. After all, theory is great, but we need practical solutions, right?: 

  1. Have Flexible Learning Alternatives 

Think about how different people absorb information best. Here’s how to make your content work for everyone: 

  • Ensure your course is easy to navigate using a keyboard or assistive technologies, such as screen readers. 
  • Provide descriptive alt text for images, captions for videos, and transcripts for audio content to support visually or auditory impaired learners. 
 

2. Focus on Visual Accessibility 

It’s not just about making things pretty. Good visual design is about making content clear and usable: 

  • Avoid relying solely on colour to convey meaning—combine it with labels or symbols. 

3. Design for Cognitive Accessibility 

Use information mapping to organise content: 

  • Break up content with headings, bullet points, and clear sections. 
  • Avoid overwhelming learners with excessive animations or dense text. 

4. Test, Test, and Test Again 

The best way to know if your design works? Test it!As the DO-IT Centre at the University of Washington (2024) suggests, applying universal design principles enhances accessibility and usability for all learners. 

  • Try keyboard-only navigation 
  • Use different screen readers 
  • Test on various devices 
  • Get feedback from actual users with disabilities  

Final Words

Remember: Good accessibility isn’t about checking boxes – it’s about creating better learning experiences for everyone. When we design for accessibility, we often end up with solutions that benefit all learners. 

Great Resources to Keep Handy 

Related Articles:

References

  1. World Health Organization. (2021). Disability and health. Retrieved from https://www.who.int 
  2. Web Accessibility Initiative (WAI). (2023). WCAG 2.2 at a glance. Retrieved from https://www.w3.org/WAI/standards-guidelines/wcag/ 
  3. DO-IT Centre, University of Washington. (2024). Universal Design in Education. Retrieved from https://www.washington.edu/doit/programs/center-universal-design-education/overview 

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