Keywords

1 Introduction

In today’s modern world, technology profoundly influences various facets of life, necessitating continual adaptation to its evolving developments. Education is certainly one of those areas that requires embracing technology to be able to create an effective teaching and learning environment. Availability of the latest technological tools, the profile of the students who are keen on using technology in their everyday lives, and the online components of many coursebook materials compel the educational environment to assimilate technology. In line with this, the notion of accessibility has gained a pivotal position in education as well.

The notion of media accessibility is tightly related to the development of legal prerequisites directed to the implementation of human equality and participation in society. According to Greco (2018), accessibility has become a proactive principle for human rights and can be used as an important instrument in international and national policies. The author stresses that media accessibility focuses on access to media products, services, and environments for all people who might not be able to get access due to linguistic, sensory, or other barriers. Thus, legal regulations, especially the European Accessibility Act, and related international and national legislation play an important role in media accessibility implementation. The process of media accessibility implementation is also strengthened by the Web Accessibility Initiative providing the four principles of accessibility,Footnote 1 as defined by the Web Content Accessibility Guidelines (WCAG)Footnote 2 focused on accessibility requirements and international standards.

Education is one of the areas where research has been carried out in various directions focusing on a multitude of issues including accessibility. In the research on the didactics of audiovisual translation, Díaz-Cintas (2008) observes the need for consistent attention on examining pedagogical issues in audiovisual translation by focusing on both theoretical and practical perspectives. The research on media accessibility has broadened the accessibility studies, and accessibility research has become a field embracing many specific domains which resulted in accessibility studies becoming acknowledged interdisciplinary research (Greco, 2018). Media accessibility is one of the areas that focuses both on research and the implementation of education and training. It deals with both practical and theoretical issues in accessibility education and is directed toward the specific pedagogical issues related to accessibility. It analyses not only the courses in which accessibility is a curricular topic but also examines current media practices and accessibility issues in the related research areas. However, there is a need to broaden the perspective by including research and the implementation of education and training in other fields and domains that have been influenced by accessibility.

To provide equal opportunities for all students in an educational environment, the curriculum design must involve and embrace students with disabilities. Doyle et al. (2002) emphasize the key role of accessible curriculum design and put forward that with the aim of creating sources that are “usable and accessible,” design guidelines like WCAG offer suggestions to make sure that information can be reached by as many people as possible. The main goal of this research is to analyze the curricula of the translation courses by checking how the four main principles of digital accessibility (perceivable, operable, understandable, and robust) are observed in the existing curricula and highlight the need for improving curricula for technology-enhanced teaching and learning in translation studies.

2 Accessibility in Technology-Enhanced Education-Related Research

Blending technology into education requires certain infrastructure, and this brings up the issue of accessibility. Fast dissemination of technology has been observed in education as well as online education specifically with the fast-developing technological advancement. Education has become intertwined with technology in terms of the curricula and the materials used during classes as well. Therefore, in education, to be able to access information via technology has become a required medium to succeed and create a change in academic and professional life (Yu, 2002). The issue of accessibility in the field of education has gained momentum as a research topic.

Fairness, equal opportunities, and human rights have been on the agenda of the United Nations since its beginnings. Pursuing equal opportunities is very important as it embraces human diversity and promotes possibilities for everybody to exercise their freedom of expression and participate in the information society to the full extent. In the twenty-first century, two treaties have been developed to ensure equal opportunities and move toward the fulfillment of universal human rights and the promotion of fundamental freedoms. Greco and Jankowska (2020) discuss the shifts of media accessibility to universal approaches directed to user-centered and proactive views. The authors highlight various pedagogical and theoretical implications stressing the need to move beyond audiovisual translation and translation research embracing the interdisciplinary field of accessible studies. Seale (2013) analyses social, educational, and political factors behind making e-learning accessible in higher education. The author stresses the importance of giving a “voice” to disabled students to acquire valuable insights into their relationships with technologies and institutions of higher education. Lee (2017) provides a historical overview of the conceptualization of distance education and the related discussion in relation to the complex and multi-dimensional issues of increasing the accessibility of university education. Cumming and Rose (2022) discuss Universal Design for Learning (UDL) suggesting it as a framework to guide higher education teachers in the planning and delivery of their courses. The authors advocate that effective implementation of UDL allows all students to access course materials, removing the need for some of them to actively seek support and disclose their disabilities.

Faculty needs to be a driving factor in ensuring that learning materials and tools are accessible, but also in instilling accessibility as a topic in curricular units. However, research indicates that faculty have concerns about unfamiliarity with the content (Soares et al., 2020), including accessibility barriers, available assistive technology, and legislation (Sanderson et al., 2022), insufficient time or institutional support (Kawas et al., 2019), and a lack of program- and field-level learning objectives (Shinohara et al., 2018). Still, when such goals are supported and pursued, findings highlight how important they are considered by students (Kramer, 2020).

3 National Backgrounds

3.1 Portugal

Several studies have focused on the accessibility of higher education institutions in Portugal, shedding light on various aspects of this important topic. Ismail et al. (2020) examined the accessibility of higher education institution Web sites in Portugal. Their analysis revealed a wide variation in accessibility status among Web sites, with some institutions having highly accessible platforms while others faced significant accessibility barriers. The authors emphasized the need for inclusive web platforms that cater to persons with disabilities.

In a similar vein, Eusébio et al. (2022) explored the preparation of future tourism professionals for accessible tourism (AT) in Portuguese higher education institutions. Their findings indicated a lack of specific learning outcomes related to AT in curricula, as well as a lack of knowledge and resources among staff. The authors recommended incorporating specific AT learning outcomes, offering dedicated AT courses, providing resources and support for teachers, and fostering collaboration with stakeholders to enhance the preparation of future professionals.

Furthermore, Martins and Moriña (2023) investigated resilience factors in students with disabilities at a Portuguese university. Their study identified resilience, self-esteem, family support, subjective well-being, and psychological well-being as protective factors that contribute to adaptation and inclusion in higher education. The authors also acknowledged the ongoing challenges posed by accessibility barriers on campus, highlighting the need for interventions and support services to promote student success and inclusion.

The digital competence of higher education teachers in Portugal was examined by Moreira et al. (2023). The authors focused on the digital competence of teachers at a distance learning university. Their findings revealed a range of digital competence levels among teachers, with some demonstrating high levels of proficiency while others were less comfortable with digital technologies. The authors emphasized the importance of providing opportunities for professional development and training to enhance teachers’ digital competence.

Soares et al. (2020) focused on the design of learning outcomes in higher education curricula. The authors emphasize the importance of specific, measurable, achievable, relevant, and time-bound learning outcomes that are aligned with program goals and objectives. The article discusses challenges such as defining outcomes for complex skills and balancing specificity with flexibility. Recommendations include identifying program goals, brainstorming specific skills and knowledge, and reviewing outcomes for alignment.

In terms of physical accessibility, Martins et al. (2018) explored attitudes toward inclusion in higher education at a Portuguese university. The study identified positive attitudes toward inclusion, but also highlighted challenges such as a lack of disability awareness, insufficient resources, and physical barriers. The authors recommended training for staff, improved accessibility, an inclusive curriculum, and the development of an inclusive campus culture to create more inclusive environments in higher education institutions.

Overall, these studies collectively contribute to our understanding of the accessibility of higher education institutions in Portugal. They highlight the importance of inclusive web platforms, the preparation of future professionals, the resilience of students with disabilities, and the digital competence of teachers. The findings underscore the need for comprehensive strategies and interventions to address accessibility barriers and promote inclusivity in higher education settings in Portugal.

3.2 Turkey

Starting from the fact that technology has taken an essential role in the education field, developing a curriculum to enhance student learning by integrating technology can be considered the primary purpose of educators. Unlike traditional methods where there happens to be a direct knowledge transfer, a new and modern understanding of education emphasizes the significance of the learner. Thus, learner-centered classrooms are essential to sustain high motivation for the students. Sezer points out the value of technology in education and advertises the involvement of technology in education as the integration of components such as the learning environment, conditions, circumstances, resources, and so on that are effective in learner development (Sezer, 2017).

The topic of technology-enhanced education has been researched in the context of Turkey from various aspects such as students’ attitudes toward and their readiness for technology-enhanced history education in Turkish high schools (Turan, 2007), the effectiveness of technology-enhanced science classrooms (Sezer, 2017), technology-enhanced learning in EFL students (Haidari et al., 2019), challenges of creating technology-enriched classrooms in Turkey (Kurt, 2014), analysis of the micro-context dimension of the technology-enhanced learning environment (Ustunel & Tokel, 2018), and student perception of technology-enhanced learning environment in second language learning and the curriculum development (Gürleyik & Akdemir, 2018). While a wide variety of studies have been conducted in different areas of education, the common point of all is the fact that there is an obvious need to accept the huge role of technology in education in today’s world.

3.3 Lithuania

In the Lithuanian context, research on accessibility analyzes the whole education system. Dudaitė et al. (2018) discuss accessibility at school by concluding that there is a need to extend working hours in school to create preconditions for wider possibilities of providing additional education, health, social, and cultural services at school.

The research on accessibility in higher education reveals some aspects of the possibilities to enhance accessibility. Navickienė and Vainorytė (Navickienė & Vainorytė, 2015) analyze the improvement of access to higher college education in Lithuania by applying a variety of e-learning forms. In their analysis, they observe that accessibility of higher education is improved by employing a wider variety of e-learning forms. Leišytė et al. (2019) analyze the main reforms in the Lithuanian higher education system, paying special attention to the actors involved as well as the increase of the component of accessibility.

Galkiene and Monkeviciene (2021) analyze the application of the Universal Design for Learning (UDL) approach highlighting research possibilities aimed at enriching already existing educational practices of inclusive education embracing accessibility and providing teachers with more tools for achieving better efficiency of education. Researchers discuss the importance of inclusive e-learning and teaching environments, the preparation and enrichment of educational practices for the inclusion of students with disabilities, and the digital competence of teachers. The findings observe the necessity for comprehensive strategies to address accessibility and promote inclusion in higher education.

4 Four Main Principles of Accessibility

The four principles of accessibility,Footnote 3 as defined by the Web Content Accessibility Guidelines (WCAG), are perceivable, operable, understandable, and robust.

  1. 1.

    Perceivable: This principle ensures that information and user interface components are presented in a way that can be perceived by all users, including those with visual or hearing impairments. This includes providing alternatives for non-text content, offering captions and audio descriptions for multimedia, and ensuring sufficient color contrast.

  2. 2.

    Operable: This principle focuses on making web content and navigation operable for all users. It involves providing keyboard accessibility, giving users enough time to read and interact with content, avoiding content that can cause seizures or physical reactions, and making it easy to navigate and find information.

  3. 3.

    Understandable: This principle emphasizes the need for content to be clear and understandable to all users. It involves using plain language, organizing, and presenting information in a logical manner, providing instructions and error messages that are easy to comprehend, and making sure that users can avoid and correct mistakes.

  4. 4.

    Robust: This principle ensures that web content can be interpreted reliably by a wide range of user agents, including assistive technologies. It involves using standard and accessible technologies, ensuring compatibility with different browsers and devices, and providing fallback options for content that may not be supported.

In the context of higher education, these principles can be applied to ensure that all students and instructors, regardless of their abilities, can access and engage with educational materials and resources. For example, providing captions and transcripts for lecture videos would make them perceivable for students with hearing impairments. Making course Web sites and learning management systems keyboard accessible would ensure operability for students with mobility impairments. Using clear and concise language in course materials would enhance understandability for students with cognitive disabilities. Lastly, using standard and accessible technologies in online learning platforms would ensure robustness and compatibility with assistive technologies used by students with disabilities. By adhering to these principles, higher education institutions can create an inclusive learning environment that benefits all students.

5 Legal Requisites in Lithuania, Portugal, and Turkey

One of the important legislation documents on equal opportunities is the EC Directive 2006/54/ECFootnote 4 of the principle of equal opportunities and equal treatment of men and women in matters of employment and occupation. Provisions include the following: individuals, opportunities for education, training, employment, career development, and empowerment without being disadvantaged based on disability, sex, race, language, religion, economic or family situation, etc. In addition, there is recently published European Standard EN 17161Footnote 5 (2019) “Design for All—Accessibility following a Design for All approach in products, goods and services—Extending the range of users.” The document sets the European standard and specifies requirements for the design, development, and provision of products, goods, and services that are accessible and can be used by all users including those with disabilities. In the twenty-first century, it sets the background for the development of any accessible products and services aiming at inclusion, personalization, and all members of society.

5.1 Legal Background in Lithuania

In Lithuania, the legislation has also been adopted as the document of the Republic of Lithuania Law on Equal Treatment (Last amended on 7 May 2019—No XIII-2105). This document aims to ensure the application of the legal acts of the European Union and the monitoring and control of the implementation of the Convention of the United Nations on the Rights of Persons with Disabilities. The part of the document concerning education foresees that educational institutions, as well as higher education and research institutions, aim to ensure that education programs, textbooks, and teaching aids do not promote discrimination on grounds of sex, race, nationality, citizenship, language, origin, social status, belief, convictions or views, age, sexual orientation, disability, ethnic origin or religion and makes sure that equal opportunities are observed and implemented.

5.2 Legal Background in Portugal

In Portugal, accessibility in education is governed by several laws and regulations. The basis is the Constitution of the Portuguese Republic that, in its article 74,Footnote 6 establishes equal access to education for all citizens, regardless of their physical or intellectual disabilities, setting the foundation for inclusive education. In 1973, the Basic Law of the Educational SystemFootnote 7 outlined the fundamental principles of the Portuguese educational system, including provisions for students with special educational needs. This law emphasizes the right to an inclusive education and the need to provide appropriate support and accommodations for students with disabilities. Later, the Decree-Law 3/2008Footnote 8 establishes the legal framework for the inclusion of students with special educational needs in mainstream schools. This was later updated, in 2018, through Decree-Law 54/2018Footnote 9 which establishes the legal regulation for inclusive education. In what concerns access to Higher Education, since 1992,Footnote 10 the different regulations for the national calls for application to higher education have reserved a percentage of the vacancies for students with special education needs.

With the increasing ubiquity of digital resources in education, and more recently, of online communication services that can also support education purposes, it is also important to highlight legislation that applies to digital accessibility. Portugal was one of the first European states to legislate about the access rights to digital information for people with special needs. The Resolution of the Council of Ministers 97/99Footnote 11 establishes that Web sites published by public bodies from the publication date of the resolution onwards should support interaction through audio, visual, and haptic interfaces. In 2007, the Resolution of the Council of Ministers 155/2007Footnote 12 established the conformance level (at level A of the WCAG 1.0) required from Web sites of public bodies. Five years later, the Resolution of the Council of Ministers 91/2012Footnote 13 updates the level of conformance to level A or level AA of the WCAG 2.0, depending on the type of service. More recently, the Decree-Law 83/2018Footnote 14 transposes into Portuguese law the European Web Accessibility Directive,Footnote 15 clearly identifying higher education institutions as one of the entity groups the law applies to.

5.3 Legal Background in Turkey

The current study bases its ground on the matter of accessibility. Although not involved in the constitution in the frame of the EU, Turkey also has the legal prerequisites officially applied covering accessibility in education. Dated 2005, the currently available constitutionFootnote 16 has an article that also focuses on education and training. The legislation declares the aim of the law as follows:

Turkey: Law No. 5378 of 2005 on Disabled People and on making amendments in some laws and decree-laws: “The objective of this Law is to prevent disability, to enable the disabled people to join the society by taking measures which will provide the solution of their problems regarding health, education, rehabilitation, employment, care and social security and the removal of the obstacles they face and to make the necessary arrangements for the coordination of these services” Law No. 5378 on Disabled People.Footnote 17

As can be inferred from the stated aim of the law, in the case of disabled people, under the provision of laws, some legal measures are put forward to protect the right to education for all students to include them by not letting them be exposed to any type of hindrance.

As stated under Article 15 with the title of Education and Training, the current constitution protects the rights of disabled people and serves for the availability of equal rights in education for all by creating an inclusive atmosphere with non-disabled people. Regarding higher education, which is the scope of the current study, the declaration under the same article mentions:

The Counselling and Coordination Centre for Disabled People is established in order to carry out works within the Higher Education Council on the procurement of tools and equipment, preparation of special class material, enabling the preparation of education, research and accommodation environments suitable for the disabled people in order to facilitate the education life of the disabled university students The operation methods and principles of the Counselling and Coordination Centre for Disable Disabled People are arranged by the regulation which is prepared jointly by the Ministry of Health, the Ministry of National Education, Higher Education Council and the Administration on Disabled People.

As can be seen from the above-mentioned part of the article, the current law on disabled people prohibits discrimination and creates equal education opportunities for all students. However, when it comes to practicing what is written on paper, in Turkey, most people or institutions have not been attentive toward the special needs of disabled people. In the same context, Ari and Inan confirm this fact and posit:

There is a general lack of awareness in Turkey, concerning the needs and capabilities of individuals with disabilities. Some people are unconcerned and justify this lack of awareness by claiming that individuals living with a disability are rare and do not warrant much attention. (Ari & Inan, 2010)

Even though it is part of an educational policy, in developing countries like Turkey, how effectively the inclusion of disabled students in the mainstream education system works is a crucial point to consider.

6 Research Methodology

According to the definition, the research subject involves “everything that represents the so-called social reality, that is, communities and social collections, social institutions, social processes and phenomena (Sztumski, 1995).” Following this approach, the first step of the research includes the analysis of the documents underlying the provided educational courses. The subject of the research presented here is the analysis of the curricula of the translation courses of the Translation and Interpreting Department of Samsun University in Turkey, the Language Sciences Department of Lisbon University in Portugal, and the Institute of Humanities of Mykolas Romeris University in Lithuania by checking how the four main principles of digital accessibility (perceivable, operable, understandable, and robust) are observed in the existing curricula. The study aims to answer the research question if the general legislation of the EU and of the countries of the curricula analyzed are reflected in the descriptions of the study courses.

7 Analysis of the Translation Studies Courses Considering Accessibility Principles

7.1 Research Findings

Lithuania In our study, we analyze the curricula considering the four principles of accessibility (perceivable, operable, understandable, and robust), defined by the WCAG. The Lithuanian curriculum of translation studies has the purpose of preparing professional translators–editors having general philological education and comprehensive knowledge about the culture of the countries of the study languages (English and one more foreign language—French, Spanish, German, Norwegian, Chinese, or Korean), theoretical principles of translation and editing and able to translate and edit texts in humanities and social sciences. It foresees classical admission requirements based on competition scores, by taking into consideration the regulations of the Lithuanian Ministry of Education, Science and Sport. It could be observed that admission is open to all persons fulfilling the competition requirements; however, focused future research could be helpful in looking into how accessibility is ensured for all groups of the population and if the competitive entry is really based on the materials prepared in compliance with the four principles in order to ensure that all students, regardless of their abilities, can access and engage with the materials and resources.

Teaching and learning methods include:

  • lectures, seminars, and classes.

  • individual and group work on analytical tasks focused on selection of theoretical material and analysis; problem-based teaching, case studies; mind maps, situation simulations, and role plays.

  • written assignments completed applying translation software, translation tools, and databases.

  • creative tasks and written assignments in translation and editing.

  • interactive study methods including work in language laboratories, using Web sites, education technologies, and Moodle platform Projects, individual and group presentations.

Assessment methods include oral examination, didactic testing, self-check, progress tests; individual and group presentations, projects, reflection, feedback; written assignments, essays, translations, and their written analysis; reflection, self-evaluation, peer assessment, and achievement portfolio. On the surface, the curriculum complies with the legislation on accessibility as it foresees the variety of teaching and assessment methods that could be applied to individual cases to ensure accessibility. The variety of teaching and learning, and assessment methods including audio, written, creative, interactive, web technology-guided tasks and activities could ensure the observation of the four principles of accessibility such as perceivable meaning that information is presented in a way that can be perceived by all users, operable meaning that the content is operable for all users including possibilities of easy navigation in finding information, understandable meaning that the content is understandable for all users, and robust meaning that the content can be interpreted by all users with possibilities of using assistive technologies. However, the choice of the methods is left to the teaching staff which again requires focused research on how the teaching staff implements accessibility in practice and if the staff is ready and can observe the four principles to ensure that all students can access and engage with educational materials and resources.

Also, it is pointed out that there are various forms of support available to students coping with academic, financial, social, psychological, personal, and other problems and provide them with the necessary recommendations. It could be observed that students are provided with individual support to cope with crises of psychological character as well as with communication, academic, and other problems. In addition, the students’ survey results reveal that most of the survey participants recognize receiving academic support from the teaching staff (77%). However, it would be also interesting to investigate the cases of the remaining 23% looking for reasons behind not being satisfied with the support received. On the surface, while analyzing documents, it appears that the EU accessibility principles are integrated into the Lithuanian legal system and the analyzed curriculum of the translation studies complies with the accessibility principles. However, for future research, it would be relevant to carry out a qualitative study to get deeper into the voices of the research participants on how the documented accessibility principles are implemented in real-life studies.

Turkey There is no doubt that the burgeoning field of technology supports the domain of education in many aspects. However, integrating technology into education and maintaining a curriculum mediated through online resources and accessible to all students equally may create intricacies. Within this context, to provide an in-depth look into the issue mentioned, the curriculum of the Translation and Interpreting Department of Samsun University in Turkey is examined within the frame of the four main principles of digital accessibility (perceivable, operable, understandable, and robust) as taken part in WCAG.

The Turkish higher education system requires students to take a university entrance exam after graduation from high school, and based on the score, they receive they are placed in the universities. The students with disabilities take the same test as well with the supervision of a minimum of two different invigilators who help them according to their needs during the exam process. At Samsun University, the curriculum of the Translation and Interpreting program mentions the overall purpose of the bachelor’s degree as educating the candidates of translators who will be able to translate and interpret effectively within the various professional areas of translation as professional translators equipped with both academic and professional knowledge. Moreover, a third language is offered to the students (German, Spanish, and French) through the acquisition of the selected language in all eight semesters. All students have the opportunity for a double major as well.

The classes are taught face-to-face in a classroom that is equipped with a projector and internet connection. Although the methods changed depending on the preference of the lecturer and the nature of the class, generally the approaches consist of lectures, seminars, and hands-on activities within a group, pair, or an individual. Mostly, the classes are divided into theory and practice. The materials used in the class or the assignments are distributed to the class via LMS (learning management system).

The assessment process is conducted by placing considerable importance on the multiple intelligences, and various types of implications are conducted such as creative projects (video blogs, podcasts, short films, etc.), translation projects, presentations, individual, group, and/or pair work, and written assignments.

All in all, regarding accessibility for all students throughout the courses taught in the department, it would be possible to say that all four principles are sufficiently apparent. Either in class or online, the content is delivered in a way that there is no difficulty in perceiving the content with the guidance of the lecturers or tutors when needed. The web content and the required tools are in a standard format with accessible technologies. For instance, for the visually impaired student, the digital documents for the class are provided in a Word format since it is the only form that is compatible with the student’s personal computer. Via the learning management system (LMS), the students have access to web content and navigation that are operable for all users. The lecturers upload extra materials intending to clarify the content of the course and make sure there is no confusion for the students.

Portugal The Translation course at the School of Arts and Humanities of the University of Lisboa provides professional training in translation for the native language and back-translation for a foreign language, developing skills related to various text types, including literary, scientific, technical, and audiovisual texts, as well as mastery of tools and technologies to support translation. The program covers seven foreign languages: Catalan, English, French, German, Italian, Romanian, and Spanish.

The admission requirements align with the standard higher education admission criteria in Portugal. The process involved two admission examinations: one for Portuguese language and another for a chosen foreign language (French, English, German, and Spanish). Although admission is open to all qualifying candidates, further investigation is recommended to assess the accessibility of the medium used for the admission examinations.

The teaching and learning methods outlined in the syllabi of various course units include classes, seminars, individual and group work, analysis of relevant theoretical materials, written assignments, use of translation software and tools, translation and editing tasks, as well as individual and group presentations. Evaluation methods encompass written examinations, class participation, individual and group projects and presentations, and achievement portfolios. While these methods cater to diverse functional needs, practical limitations exist, with not all methods available in every unit. This could result in instances where certain individual needs may not be addressed.

An additional consideration pertains to the tools introduced and explored in the course. Students are acquainted with various translation support tools, including automated and crowdsourced options, as well as tools for captioning. Ensuring the accessibility of these tools is crucial, aligning with the four principles of accessibility. Furthermore, integrating the topic of accessibility into the curricular units using these tools would enhance the overall effectiveness of the course.

7.2 Discussion

The analysis of the curricula considering the four principles of accessibility defined by the Web Content Accessibility Guidelines (WCAG) in the three countries reveals that there is a variety of teaching and learning methods prescribed in the curricula including:

  • lectures, seminars, and classes.

  • individual and group work on analytical tasks: selection of theoretical material and analysis; problem-based teaching, case studies; mind maps, situation simulations, role plays.

  • written assignments completed applying translation software, translation tools, and databases.

  • creative tasks and written assignments in translation and editing.

  • interactive study methods: work in language laboratories, using Web sites, education technologies, and Moodle platform Projects, individual and group presentations.

Similarly, assessment methods allow the lecturers to apply various methods including oral examination, didactic testing, self-check, progress tests; individual and group presentations, projects, reflection, feedback; written assignments, essays, translations, and their written analysis; reflection, self-evaluation, peer assessment, and achievement portfolio. The curricula also foresee the use of various web-based technologies such as translation support tools, LMS (like Moodle), and installed classroom technology such as multimedia and language laboratories.

It appears that the curricula comply with the legislation on accessibility as it foresees the variety of teaching and assessment methods that could be applied to individual cases to ensure accessibility as the methods include audio, written, creative, interactive, web technology-guided tasks and activities and could ensure the observation of the four principles of accessibility: perceivable envisioning information presented in a way that can be perceived by all users; operable prescribing the content being operable for all users including possibilities of easy navigation in finding information, understandable foreseeing the content to be understandable for all users, and robust instructing that the content can be interpreted by all users with possibilities of using assistive technologies.

However, the choice of the methods is left to the teaching staff which requires focused research on how the teaching staff implements accessibility in practice and if the staff is ready and can observe the four principles to ensure that all students can access and engage with educational materials and resources. The analyzed curricula provide a general framework but do not foresee detailed guidelines for the teaching staff. Also in Lithuania, there are various forms of support available to students to enable them to cope with academic, financial, social, psychological, personal, and other problems.

8 Conclusions

On the surface, while analyzing documents, it appears that the EU accessibility principles are integrated into the Portuguese, Lithuanian, and Turkish legal systems and the analyzed curricula of the translation studies generally comply with the accessibility principles prescribing a wide choice of teaching and learning, and assessment methods, the use of various web-based technologies and installed classroom technology. However, the curricula of the translation studies are formulated in a general way, and a closer consideration reveals that not much information is provided on the practical recommendations or guidelines on how teaching staff could implement the principles of accessibility in real classroom environments, and on how they can choose or adapt the appropriate methods of teaching and assessment. There could be possible risks of certain limitations and possible instances where individual student needs might not be addressed due to the lack of detailed guidelines.

The issue of accessibility in educational settings has a pivotal role in creating an efficient teaching–learning environment for both the teachers and the students. Therefore, the awareness of accessibility through the guidelines should be enhanced so that in the real setting of the classroom, all principles can appear by taking into consideration all students equally.

For future research, it would be relevant to carry out a qualitative study to get deeper into the voices of the research participants on how the documented accessibility principles are implemented in real-life study environments.