Walsh, GregSummers, KathrynDeshpande, Pranita2025-01-242025-01-242024-12UB_2024_Deshpande_Phttp://hdl.handle.net/11603/37504As more users engage with informal learning platforms, ensuring that these resources are accessible to all, including individuals with disabilities, is increasingly important. This study investigates the challenges adults, both with and without disabilities, face when using these platforms, identifying usability barriers and proposing practical solutions to improve accessibility. With the user at the center of the design process, digital learning spaces can be created that welcome and empower all participants. As technology advances, with innovations such as artificial intelligence (AI), machine learning (ML), augmented reality (AR), and virtual reality (VR) becoming more prevalent in informal learning, ensuring accessibility becomes even more critical. These emerging technologies offer exciting opportunities but must be designed inclusively, enabling everyone to participate, regardless of their abilities. To better understand these challenges, I conducted one-on-one interviews with participants, exploring their learning habits, experiences with different platforms, and the difficulties they encountered. I transcribed and anonymized the data to protect participant privacy. The findings revealed several accessibility issues, including poor navigation, limited support for assistive technologies, and inconsistent application of accessibility features. Based on these findings, I propose recommendations aimed at enhancing inclusive design, user engagement, and learning outcomes. This research emphasizes the importance of accessible design in informal learning environments and advocates for platforms that are inclusive and empower all users, regardless of ability.82 leavesen-USDigital accessibility in informal learningAccessibility best practices for digital educationInclusive informal educationText