Inclusive Wikipedia Writing in Higher Education
DOI:
https://doi.org/10.61105/jss.v4i2.534Keywords:
inclusive writings, disability, higher education, WikipediaAbstract
Students with disabilities are often included in digital higher education as users of accessible learning technologies rather than as contributors to public knowledge. This article examines how a university Wikimedia partnership can be designed to support students with disabilities as Wikipedia contributors through inclusive digital pedagogy. Using qualitative document analysis, this study examines an institutional program proposal, international policy frameworks, accessibility principles, and scholarship on disability inclusion, open education, Wikipedia pedagogy, and knowledge equity. The analysis identifies five design principles: accessibility by design, contribution-oriented pedagogy, verification-centered digital literacy, multi-actor partnership governance, and output-linked evaluation. The article argues that Wikipedia can function as an inclusive public-learning environment when accessibility planning, mentoring, disability-support services, and Wikimedia facilitation are embedded from the beginning. The proposed model contributes to inclusive higher education by shifting digital inclusion from access toward authorship, participation, and public knowledge contribution.
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Copyright (c) 2026 Asih Purwanti, Arief Setiawan, Wishnu Mahendra Wiswayana, Kanyadibya Cendana Prasetyo
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