Universal accessibility is essential for all spaces, objects, and processes designed for human interaction, ensuring that people can access, use, and understand them regardless of their physical, sensory, or cognitive abilities. In educational and professional contexts, accessibility promotes inclusion, equal opportunities and social participation. As the demand for equal access increases, the integration of accessibility principles across sectors is crucial. In fact, there are several international regulations and standards, such as The Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals (Agenda 2030), that emphasise the need to incorporate accessibility from the design phase, advocating for a “Design for All” approach, sometimes requiring reasonable adjustments to improve accessibility. In this study, we propose specific teaching methods that could effectively enhance students’ knowledge and awareness of these issues and equip them with the necessary skills to address the challenges of universal accessibility and inclusive design. In particular, we focus on courses related to customer relationship and interaction in both digital and physical environments, where an inclusive approach is essential for fostering a welcoming atmosphere that accommodates diverse needs and promotes equal access for all individuals. As inclusive practices gain recognition across sectors, this research bridges the gap between theoretical knowledge and practical application, ensuring that future professionals can effectively apply accessibility principles. The study fosters technical proficiency, empathetic engagement, and critical awareness, providing students with essential tools for inclusion. To achieve these objectives, a structured pedagogical framework was implemented, including a pedagogical guide, specialised teacher training, and interactive workshops for students with specialists in accessibility. These methods were selected to provide both theoretical foundations and practical applications, ensuring that students acquired knowledge and develop real-world skills. Two surveys assessed students’ knowledge, awareness, and experience with accessibility concepts before and after participating in the learning sessions (N=102). This study was integrated into courses such as Customer Service and Public Relations, Introduction to Tourism Marketing, Customer Relationship Management (Marketing and Market Research area), and Orthophedic Manual Therapy 2 (Health Sciences area). The pre-survey data revealed limited awareness and superficial knowledge of universal accessibility among students. A comparative evaluation of pre- and post-survey responses showed a significant change in students’ perceptions and skills, indicating a deeper understanding of accessibility and inclusive design principles. The study identified a statistically significant improvement in three key variables—i.e., knowledge, awareness and practical application—with positive progress following the theoretical-practical contents, interactive workshops and experiential learning activities. Notably, the study achieved a 100% student satisfaction rate, along with a promising increase in proactive attitudes towards accessibility advocacy and a greater commitment to integrating inclusive practices into their careers. These results underline the long-term impact of accessibility education, reinforcing its importance in professional training.

Keywords: Universal accessibility, design for all, customer interaction.