In 2020 the European Commission stated that the acquisition of digital competencies would contribute a lot to an efficient use of digital technologies and will ease the process of “self-evaluation, setting learning goals, identifying training opportunities and facilitating job search” (European Commission, 2020). Due to this reason, preparing people to use digital technology is one of the most vital responsibilities for the future (Resources – DigitALAD, n.d.).
Owing to all the changes we have gone through and the limitations the COVID-19 epidemic has placed on us, education and training have evolver through digital education. We must maintain isolation and continue teaching and learning at a distance, using the best methods.
“Electronic Learning” was the initial definition of the term e-learning. The concept of e-learning, however, has developed as technology has advanced. The term “e-learning” currently refers to technology-supported, interactive online learning (Lara et al., 2020; Tamm, 2020). The concept of e-education can also be defined as e-learning, a term used throughout this manual.
That said, we can describe e-learning as a system based on formalised teaching conducted with electronic resources. While teaching can be based in or out of classrooms, e-education has the massive support of computers and the internet to function (“What Is E-Learning? Definition of E-Learning, E-Learning Meaning – The Economic Times,” n.d.).
Even though there are multiple definitions of e-education, we can say that it is the practice of using digital and communication technologies to enable learning opportunities for many people. Additionally, this can be both efficient and effective when it comes to the costs of education since it dissipates geographical obstacles often present in conventional teaching practices (“What Is E-Learning? Definition of E-Learning, E-Learning Meaning – The Economic Times,” n.d.).
E-learning might also represent a network that transfers knowledge and competencies. It is a system of education that reaches many people, whether they might or not be in the same space or time.
Employees must have the skills necessary to keep up with the technology’s quick and continuing evolution. Non-electronic teaching indeed has massive importance in the formation of the masses. Still, given the current times, it is also crucial that everyone is given the tools to work with electronic devices so that everyone can keep up with the digital era we now live in.
Dig-Equal
We firmly believe that the internet should be available and accessible to anyone, and are committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability.
To fulfill this, we aim to adhere as strictly as possible to the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines 2.1 (WCAG 2.1) at the AA level. These guidelines explain how to make web content accessible to people with a wide array of disabilities. Complying with those guidelines helps us ensure that the website is accessible to all people: blind people, people with motor impairments, visual impairment, cognitive disabilities, and more.
This website utilizes various technologies that are meant to make it as accessible as possible at all times. We utilize an accessibility interface that allows persons with specific disabilities to adjust the website’s UI (user interface) and design it to their personal needs.
Additionally, the website utilizes an AI-based application that runs in the background and optimizes its accessibility level constantly. This application remediates the website’s HTML, adapts Its functionality and behavior for screen-readers used by the blind users, and for keyboard functions used by individuals with motor impairments.
If you’ve found a malfunction or have ideas for improvement, we’ll be happy to hear from you. You can reach out to the website’s operators by using the following email
Our website implements the ARIA attributes (Accessible Rich Internet Applications) technique, alongside various different behavioral changes, to ensure blind users visiting with screen-readers are able to read, comprehend, and enjoy the website’s functions. As soon as a user with a screen-reader enters your site, they immediately receive a prompt to enter the Screen-Reader Profile so they can browse and operate your site effectively. Here’s how our website covers some of the most important screen-reader requirements, alongside console screenshots of code examples:
Screen-reader optimization: we run a background process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all of the website’s images and provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts that are embedded within the image, using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.
These adjustments are compatible with all popular screen readers, including JAWS and NVDA.
Keyboard navigation optimization: The background process also adjusts the website’s HTML, and adds various behaviors using JavaScript code to make the website operable by the keyboard. This includes the ability to navigate the website using the Tab and Shift+Tab keys, operate dropdowns with the arrow keys, close them with Esc, trigger buttons and links using the Enter key, navigate between radio and checkbox elements using the arrow keys, and fill them in with the Spacebar or Enter key.Additionally, keyboard users will find quick-navigation and content-skip menus, available at any time by clicking Alt+1, or as the first elements of the site while navigating with the keyboard. The background process also handles triggered popups by moving the keyboard focus towards them as soon as they appear, and not allow the focus drift outside of it.
Users can also use shortcuts such as “M” (menus), “H” (headings), “F” (forms), “B” (buttons), and “G” (graphics) to jump to specific elements.
We aim to support the widest array of browsers and assistive technologies as possible, so our users can choose the best fitting tools for them, with as few limitations as possible. Therefore, we have worked very hard to be able to support all major systems that comprise over 95% of the user market share including Google Chrome, Mozilla Firefox, Apple Safari, Opera and Microsoft Edge, JAWS and NVDA (screen readers), both for Windows and for MAC users.
Despite our very best efforts to allow anybody to adjust the website to their needs, there may still be pages or sections that are not fully accessible, are in the process of becoming accessible, or are lacking an adequate technological solution to make them accessible. Still, we are continually improving our accessibility, adding, updating and improving its options and features, and developing and adopting new technologies. All this is meant to reach the optimal level of accessibility, following technological advancements. For any assistance, please reach out to