Methodological foundations for integrating web accessibility testing into the training of future software development specialists

Abstract

Training competitive software engineers in Ukraine requires integrating international standards like WCAG 2.1 and ISO/IEC 25010 into the curriculum. Despite its importance, accessibility testing is often absent from both industry practices and educational programs. This study identifies seven systemic industrial challenges: lack of accessibility in "Definition of Done," late defect detection, blurred responsibility, superficial requirement knowledge, regression risks, chaotic planning, and tool incompetence. Analysis of the 121 "Software Engineering" state standard reveals a regulatory gap: while competencies and outcomes imply quality standards, accessibility is never explicitly mentioned. University curricula reviews confirm this topic's absence in QA courses. This paper proposes a methodological framework mapping industrial challenges to specific learning outcomes, utilizing practical sessions with assistive technologies and WCAG-based acceptance criteria. Future research will focus on a formal competency model for accessibility testers.