http://hdl.handle.net/123456789/1187 2026-04-09T23:48:58Z http://hdl.handle.net/123456789/1270 Automorphism of Zero-Divisor Graphs of Nilradicals of Semilocal Ring Kiplagat, P; Lao, H; Kayiita, Z. A zero-divisor graph of a commutative ring R denoted as Γ(R), is a graph whose vertices are the zero divisors of the ring. Any two distinct vertices of the graph are incident if and only if their product is zero. Zero-divisor graphs provide a powerful interface between commutative algebra and graph theory by encoding algebraic annihilation relations into combinatorial structures. While the graph-theoretic properties of Γ(R) have been extensively studied, comparatively little is known about their automorphism groups, particularly for graphs arising from nilradicals of semilocal rings. In this paper, we investigate the automorphism groups of Γ(R) associated with the nonzero nilradical of the semilocal ring Zpnqn, where p ̸= q are primes and n ≥ 2. We show that the valuation structure induced by the prime-power decomposition yields a canonical partition of the vertex set into invariant layers. This stratification rigidly constrains graph automorphisms and forces the automorphism group to decompose as a direct product of symmetric groups indexed by valuation levels. Explicit formulas for these automorphism groups are obtained, thereby extending and unifying earlier results for local rings. 2026-02-20T00:00:00Z http://hdl.handle.net/123456789/1266 Bridging Policy and Practice: Evaluating Government Initiatives for Equal Information Access for Students with Physical Disabilities in Kenyan Universities Maina, S., Masinde, J., & Mwikya, J. Equal access to information is essential for inclusive higher education and academic success among students with physical disabilities (SWPDs). In Kenya, comprehensive policies, legal frameworks, and funding mechanisms exist to promote accessibility; however, their practical effectiveness remains unclear. This study evaluated government-led initiatives, including policies, funding, digital accessibility standards, and monitoring mechanisms, and their impact on SWPDs’ access to information in four universities representing public–private and urban–rural diversity: University of Nairobi, Alupe University, Mt. Kenya University, and Tangaza University. Guided by a pragmatist paradigm, a sequential explanatory mixed-methods design was adopted. Quantitative data were collected from 105 SWPDs using structured questionnaires, while qualitative insights were obtained through in-depth interviews with 28 SWPDs and eight institutional staff (disability coordinators and registrars). Stratified random sampling was used for SWPDs, and purposive and census sampling for institutional staff. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative data were thematically analyzed. Findings indicate moderate awareness of government initiatives (61.9%) but low perceived effectiveness (22.8%). Qualitative results revealed fragmented policy dissemination, underutilized funding, weak monitoring, inconsistent institutional implementation, and limited staff capacity, highlighting a persistent policy–practice gap. The study concludes that policies alone are insufficient to ensure equitable information access. Effective implementation requires targeted funding, strengthened institutional capacity, continuous staff training, and robust monitoring. Implications include the need for policymakers, university administrators, and disability advocates to coordinate strategies that translate legislative commitments into tangible improvements, ensuring meaningful academic participation for SWPDs. 2026-03-18T00:00:00Z http://hdl.handle.net/123456789/1265 Co-Designing Ergonomic Information Environments for Students with Physical Disabilities: Lessons from Kenyan Universities Maina, S., Masinde, J., & Mwikya, J. Co-Designing Ergonomic Information Environments for Students with Physical Disabilities: Lessons from Kenyan Universities Abstract Purpose – This study investigates how co-design approaches can inform the creation of ergonomic information environments that enhance accessibility, usability, and independence for students with physical disabilities (SWPDs) in Kenyan universities. Design/methodology/approach – A mixed-methods design was implemented across five public universities in Kenya. Phase one involved ergonomic audits of library and ICT spaces, surveys with SWPDs, and semi-structured interviews with librarians, disability coordinators, and ICT staff. Phase two engaged students and institutional stakeholders in participatory co-design workshops to identify ergonomic barriers and develop appropriate solutions for library and ICT environments. **Findings** – While universities provide visible accessibility infrastructure, such as ramps, accessible entrances, and elevators, functional ergonomic considerations, such as adjustable furniture, workstation adaptability, assistive technology positioning, and circulation efficiency, remain insufficient. Students reported minimal involvement in planning, leading to interventions that often failed to meet functional needs. Co-design workshops generated practical ergonomic improvements, strengthened user participation, and enhanced institutional ownership of accessibility initiatives. **Practical implications** – The study underscores the value of user-centered ergonomic designs in university libraries and ICT spaces. Involving SWPDs in co-design processes enhances independent access, usability, and satisfaction. Practical interventions, including adjustable furniture and well-placed assistive technologies, are essential for improving accessibility and supporting inclusive learning environments. Originality/value – This paper provides empirical evidence from Sub-Saharan Africa, demonstrating how co-design can support inclusive, functional, and sustainable information environments in resource-constrained higher-education settings. 2026-03-04T00:00:00Z http://hdl.handle.net/123456789/1246 Experiences of students with disabilities toward digital library resources: A case study of selected public universities in Kenya Maina, S., Svärd, P., & Mwai, N Background: The rapid expansion of digital technologies has reshaped higher education, with digital libraries significantly increasing access to scholarly resources. Despite these advances, students with disabilities (SWDs) continue to face barriers that restrict effective participation in digital library environments across many universities. Purpose: This study examined the experiences of SWDs in accessing and using digital library resources in six Kenyan public universities, with particular focus on institutional infrastructure, policy frameworks, and staff engagement. Research Design: A qualitative descriptive and exploratory research design was adopted to gain in-depth understanding of accessibility conditions and user experiences in digital library contexts. Study Sample: The study involved 54 SWDs, including 33 visually impaired and 21 hearing impaired students, alongside library staff and disability coordinators from six public universities in Kenya. Data Collection and/or Analysis: Data were collected through semi-structured interviews, document review, and field observations. Thematic analysis was conducted using NVivo 14 to identify recurring patterns and key factors influencing digital inclusion. Results: Findings showed significant differences in accessibility and usability across institutions. Universities with integrated assistive technologies, trained and supportive staff, and structured support programs promoted autonomy and active engagement among SWDs. In contrast, outdated technologies, inaccessible platforms, and weak policy implementation limited participation. Barriers were technological, environmental, institutional, and individual, while facilitators included proactive staff support, peer networks, orientation programs, and basic adaptive tools. Conclusions: Sustainable digital inclusion requires coordinated institutional action combining assistive technologies, universal design principles, continuous staff training, and strong governance frameworks. Enforceable accessibility policies, inclusive platform design, and national standardization frameworks are recommended to improve equitable access to digital library resources for SWDs in Kenyan public universities 2026-02-16T00:00:00Z