The Digital Education Material (DEM) project, funded by the European Union, is a collaborative initiative between Italian, German and Austrian universities, as well as the Centre pour le Développement des Compétences Relatives à la Vue in Luxembourg. The ongoing project aims to improve accessibility in digital education by evaluating digital textbooks and defining inclusive design criteria to ensure equal learning opportunities, especially for students with disabilities.

Technological advances have transformed education, mainly after global crises accelerated the adoption of digital learning. Digital textbooks offer accessibility, interactivity and adaptability, and support hybrid learning models. However, they often present barriers that limit their effectiveness for many students. The DEM project systematically examines these materials to identify challenges and propose technical, organisational and pedagogical improvements.

It unfolds in four main phases. The first phase consists of a systematic review of the literature on digital textbooks. The second one evaluates digital textbooks in geography and mathematics for grades 3-4 and 7-8, focusing on technical, structural and pedagogical aspects. Preliminary findings highlight major accessibility gaps: many digital textbooks are scanned versions of printed materials that lack structural tagging for assistive technologies. In addition, digital content is often supplementary rather than fully integrated into curricula, and compliance with accessibility standards is inconsistent. These issues hinder equal access to educational content for students.

This analysis informs the development of detailed accessibility guidelines, including recommendations on content structure, navigation, multimedia integration and interactive elements. The guidelines incorporate Universal Design for Learning (UDL) principles to meet the diverse needs of learners. Key recommendations emphasise the role of assistive technologies (AT) such as screen readers, text-to-speech software, adaptive input devices and adaptable text formats in improving accessibility. They also suggest a comprehensive accessibility strategy, including responsive design for AT compatibility, compliance with Web Content Accessibility Guidelines and Portable Document Format/Universal (PDF/UA) standards, optimised digital formats and customisable settings. Educator training, transparency through accessibility statements, and adaptive learning strategies are highlighted as essential components. In addition, task variety, scaffolding and feedback mechanisms are encouraged to ensure inclusivity and adaptability to different learning styles and needs.

As well as supporting students with disabilities, accessibility improvements benefit the wider student population by increasing personalisation and flexibility. Features such as adjustable text size, interactive multimedia elements and alternative content formats enrich the learning experience for all students.

The fourth phase of the project focuses on developing prototypes for future digital books, targeting institutions, policy makers and publishers, and exploring how accessibility criteria can be extended to other subjects and grade levels.

The DEM project aims to maximise its impact on accessibility in digital education by integrating research, evaluation and policy recommendations to promote inclusive learning environments that enable all students to reach their full potential.

Keywords: Digital education material, inclusion, accessibility, digital textbook.