Inclusive design: experiences of teachers and graduates of the UAEH in higher education

Abstract

Inclusive design has emerged as a response to the need to create accessible environments, products, and services for people with sensory, cognitive, and sociocultural disabilities. This type of design has been discussed in disciplines such as urbanism, architecture, and engineering; however, in the field of graphic design, its academic and professional integration is limited, particularly in the Mexican context. This article aims to perform a quantitative and descriptive analysis to evaluate the knowledge, perception, and application of the inclusive design approach among professors and alumni of UAEH. By applying surveys to both groups, the barriers, proposals, and implementation levels of this approach in teaching and professional practice were identified. The results reveal a gap between the recognition of systematic training and institutional resources that promote its integration. The topic arises from the need to identify the degree of incorporation of inclusivity principles in the training and professional practice of graphic designers, in response to the growing demand for accessible and socially responsible communication practices.