Inclusive design is about creating solutions that work for everyone, not just the majority. It means considering people with different needs, environments, and abilities from the very beginning.

For instance, during the COVID-19 pandemic in 2020, some health organizations sent safety tips and updates via simple SMS messages in local languages to reach people without smartphones or internet access.

This is inclusive design in action, making sure even the most underserved can access vital information.

The pandemic also showed us how education systems were not built with everyone in mind. When schools shut down, some students in urban areas switched to online learning. But many primary and secondary school students in places like Imo State, Nigeria, were left out.

They had no laptops, no stable electricity, and no internet connection. Currently, this gap in access to digital learning tools remains wide. To truly make education accessible, we must design tools that work for all kinds of learners, regardless of where they live or what challenges they face. This is the heart of inclusive technology.

As someone born and raised in Nigeria, I have seen these challenges first-hand. For years, I’ve worked on designing digital tools that are easier to use and more inclusive for everyone. My work in human-computer interaction design and research focus on creating technology that meets the real needs of people, especially in underserved communities. Because of this, I was awarded full funding to study a Master’s in Computer Science at a top research university in the United States, with a focus on Human-Computer Interaction. This opportunity came directly from my passion for inclusive design.

What Inclusive Technology Means in Practice
Inclusive technology is not just about giving schools laptops. It’s about designing tools that work well even when the internet is poor, when electricity is not stable, or when children have different learning styles or disabilities. In my state (Imo State), many students from average or rich families share one phone with their siblings, while some from less average homes don’t have any. Some live in areas where schools don’t have computers. Others have teachers who have never received digital training. We must ask ourselves: how do we build technology for these students?
Through my UX research, I interviewed teachers and students in these situations. One teacher told me she loved the idea of online teaching but needed help understanding how to use the tools. A student shared how excited he was to learn coding but could only access learning materials at night when his father returned with the family phone.

This is where my work has focused: using design methods that listen to people’s stories, involve them in the process, and build tools that truly fit their everyday lives.

Steps Toward a More Inclusive Future in Imo State Education
To improve education through technology with my state as a case study, we must:
Design with empathy – Technology must be based on the real experiences of teachers and students, not just assumptions.

Use offline-friendly tools – Many students don’t have constant internet. Apps and content that work offline can help bridge this gap.

Train teachers – We must support teachers with training so they feel confident using technology in class.

Promote equity in access – Distribute low-cost, solar-powered devices and set up community learning centers.

Build local partnerships – Tech solutions work better when schools, families, and local governments are involved from the start.

Inclusive technology is not a luxury. It’s a right. Every child, whether they live in Owerri (capital of Imo) or a remote village, deserves access to tools that help them learn, grow, and dream. Let’s keep designing with them in mind.