An ISO-Based Model for Evaluating Accessibility in Virtual Learning Environments

Ensuring accessibility in Virtual Learning Environments (VLEs) is critical for inclusive education, particularly for individuals with functional diversity, such as those diagnosed with Asperger syndrome. Although international standards such as ISO/IEC 40500 (WCAG 2.0) provide general accessibility guidelines, many VLEs remain inadequate in addressing the specific cognitive and perceptual needs of neurodivergent users. This study presents an ISObased methodology for evaluating VLE accessibility, integrating ISO/IEC 40500, ISO/IEC 25012, and ISO/IEC 25024 standards. The methodology comprises three phases: (1) a bibliometric analysis to identify research trends and gaps in digital accessibility; (2) the design and validation of specialized accessibility indicators through expert review and user testing with individuals with Asperger syndrome; and (3) the development of ISO-compliant accessibility metrics for objective and quantifiable evaluation. The findings demonstrate that the proposed model offers a structured, replicable, and user-centered framework for assessing and enhancing accessibility in VLEs. By aligning with established standards and incorporating direct user input, the model contributes to the advancement of inclusive digital education practices.