Training Teachers for Accessibility in Digital Game-Based Learning Environments. An Emerging Competence in Secondary Education

Abstract

This paper addresses the accessibility of digital game-based environments as an emerging competence in initial teacher education for lower and upper secondary school, framing it at the intersection of digital competence and inclusive perspectives. Building on research on Game-Based Learning and Serious Games, the paper connects the effectiveness of game-based experiences with constraints produced by interfaces, controls, and feedback, which may introduce sensory, motor, and cognitive barriers. The Universal Design for Learning framework situates accessibility within curricular design, while TPACK clarifies the integrated nature of teachers’ professional knowledge when disciplinary aims and technological choices converge in instructional design. An analysis of the Italian regulatory framework for qualifying pathways highlights a broad emphasis on technology alongside limited operational guidance on accessibility and game-based environments. Minecraft Education is then used as a case study to discuss the relationship between technical accessibility options, configuration choices, and instructional tasks, showing how available features interact with assignments, assessment, and participation. The paper concludes by outlining elements of an integrated training approach grounded in authentic design tasks and tiered checklists inspired by the Game Accessibility Guidelines, supported by iterative cycles of classroom observation and redesign.