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This paper aims to explore how the scientific literature and company reports have addressed inclusive workplace design and strategies to date.

This paper adopts a scoping review to answer the following question: To what extent is inclusion present in workplace design and related strategies? An analysis of 27 scientific papers and 25 corporate social responsibility reports of the highest-ranked companies in the Great Place to Work global ranking disentangles the main aspects related to workplace design and strategies for promoting inclusion.

This paper opens avenues for four macro-categories of diversity (psycho-physical aspects; cultural aspects; socio-economic conditions; and ability, experience and strengths) to support the development of inclusive workplace design and strategy. Besides, multiple spatial scales emerged as material and immaterial elements of the workplace encountering inclusion and diversity.

Nowadays, the workforce is becoming more diverse. Although diversity, equity and inclusion (DE&I) has become key to many organizations, it remains unclear how DE&I principles are applied in workspace design and strategies. This scoping review provides a novel perspective on the topic by integrating scientific knowledge and practice-based approaches which still address this matter independently.

A significant autism employment gap persists in many countries. This study examines how the traditional job interview might form an obstacle to autistic people obtaining employment. It then offers a range of strategies that could make the traditional job interview more effective in allowing employers to identify and hire those who have an “autism advantage”.

A triangulated, qualitative approach is employed, comprising (1) five focus groups with a total of 23 students at a UK university who identity as autistic, and (2) semi-structured interviews with five of their support practitioners. Thematic analysis was then applied to identify causes, effects and possible solutions.

The analysis identified three main strategies, and two sub-strategies, for refining the traditional job interview by reducing or removing the obstacle it presents to autistic people seeking employment. These comprise abandoning the traditional interview, adapting it (divided in to adjusting and augmenting sub-strategies) and accepting it.

Three conclusions were developed from the analysis: first, that while the traditional interview tends to be biased against autistic people, it is not in itself a particularly acute method for selecting job candidates; second, that the application of universal design would be beneficial not only to neurodivergent people, but also to neurotypicals and employers; third, that the fear of disclosure represents a major obstacle to autistic people trusting in schemes intended to assist them.

The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs.

Models, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation.

Finally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability.

Despite the emphasis on SDGs in the present scenario, the “Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020” does not include or mention SDGs as a key aspect (Architecture, 2020).

Design policy and regulations within our cities can significantly impact the accessibility and social participation of people with disability. Whilst public, wheelchair-accessible bathrooms are highly regulated spaces for this reason, very little is known about how wheelchair users use them or what wheelchair users think of current design standards.

This exploratory inquiry adopts an embodied approach to investigate the perspectives of powered and manual wheelchair users on public bathroom usage and design. The study encompasses twelve interviews, delving into how participants utilise accessible bathrooms based on mobility, disability, support levels, wheelchair types, urinary/bowel regimes and catheter use.

A thorough analysis of individual public bathroom elements (layout, toilet, handwashing and grab rails) discussed in the interviews reveals themes of safety, hygiene, planning/avoidance and privacy and dignity. Strikingly, many wheelchair users invest significant effort in planning for bathroom use or avoid public bathrooms altogether. The ongoing maintenance and regular cleaning of bathrooms, something not captured in regulatory standards, has been highlighted as something of critical importance to the ongoing accessibility and safety of public bathrooms for wheelchair users. This points to a relationship between the design and the maintenance of public bathrooms as influencers of health, well-being, community inclusion and the social participation of people with disability.

This qualitative research is exploratory and contributes to a growing body of evidence that explores how public spaces are experienced by diverse members of our communities, including people with disability. To date, there have been very few investigations into the embodied perspectives of wheelchair users about public bathroom design.

The findings can potentially drive innovative and inclusive approaches to bathroom design regulations that include operational and maintenance guidance.

The research aims to inform design regulations, standards development and practices of designers, architects, facilities managers, developers and planners, ensuring public spaces are designed to support more accessible, inclusive and socially sustainable cities.

Whilst wheelchair-accessible bathrooms have been designed and constructed for public use (in many countries) for many years, we know very little about how wheelchair users actually use them or what wheelchair users think of current design standards.

This paper aims to propose a framework for marketing to the sandwich generation (SG) shopper, an influential and growing demographic in the marketplace.

This paper draws from research in business, sociology, health care and industry sources that have studied the SG. It proposes a marketing framework to create value for SG shoppers and their families, in multiple ways.

SG members seek to meet at least four major kinds of needs across their intergenerational families: financial management, social support, health care and wellness. Businesses can help them more efficiently bridge those needs by including certain enablers in their offerings: human resource benefits to manage health and associated costs, resource allocation tools to manage financial and social support needs across different lifespans, time management tools to integrate social support needs with wellness outcomes and technology/services that help meet health and wellness needs across the family.

Managers can attract SG members and their families to their offerings by keeping in mind three rules of thumb: help them recover their most scarce resource: time; capitalize on age-friendly adjustments in the marketplace; and innovate with universal design in mind.

To the author’s knowledge, this is the first application of existing knowledge on the SG to a marketing framework that addresses key SG customer concerns.

The massive investment in, and development of, automated and connected transport (ACT) technology development has triggered much debate about this breakthrough technology’s potential positive and negative impacts. Multiple studies have explored the potential direct implications for users in terms of road safety, ‘productive’ travel time, mobility of the elderly and physically less mobile persons, as well as indirect impacts such as reduced emissions and freed road space. Through a critical review of the literature on ACT deployment types and discussions with an expert working group on the wider impacts of ACT implementation, this chapter examines four distinct deployment types of ACT technology and their opportunities and threats in transitioning toward inclusive transport systems. Of the four types, we posit that ACT-based public transport has the greatest potential to contribute to a more inclusive mobility future. Examining the case of Singapore using policy documents, academic literature and interviews with representatives of public and private sectors and academia, the chapter draws policy recommendations for governance toward more inclusive ACT innovation and deployment.

User diversity has been discussed in many fields of study for decades. Nevertheless, some cohorts are rarely included in mainstream research. According to the concept of universal design of research (UDR), people with disabilities should be more often included in participant pools. There is, however, a need for certain methodological considerations to achieve UDR.

The suggested guidelines are based upon existing guidelines and research in addition to key takeaways from studies conducted by the authors over the past 15 years. Six studies are used to show how the guidelines can be applied in research involving three example cohorts, namely people with dyslexia, aphasia and intellectual disability.

Extensive guidelines are needed to increase user inclusion in mainstream studies and support researchers in conducting purposeful and ethical research. The suggested guidelines should be examined for other cohorts to ensure that all types of user needs are accommodated.

This study contributes with methodological approaches to enhance inclusion of all types of participants in mainstream research.

The main contribution is The seven principles of UDR, a further development of the original principles for UDR.

This paper aims to explore how recently designed and built urban public spaces in Estonia address the concept of age-friendly environments and consider older adults as users of these spaces. This paper presents the evaluation of public spaces built as a result of urban design competitions in ten small towns of Estonia from 2014 until today.

This study explored and assessed how contemporary urban outdoor places meet the needs of older adults. For this purpose, this study developed an assessment instrument of age-friendly environment principles based on various sources and conducted fieldworks.

This study assumed that the needs of older adults were considered during the design competition and construction, as all towns of competition areas have a significant aging population. The findings suggest that various fundamental principles of universal or age-friendly design are not met, and there are areas of improvement in the inclusive design for all people that supports healthy aging.

This study can be used as improvement tool for current places in Estonia and basis for future design projects to make public places more age-friendly, specifically senior-friendly.

The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.

The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.

Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.

The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.

The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.

This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.

The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.