Co-Designing Ergonomic Information Environments for Students with Physical Disabilities: Lessons from Kenyan Universities

Abstract

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.