Anti-Corruption Online Learning Modules Now Available for Persons with Disabilities

Bandung, Indonesia - On 18 September 2025, the Bandung Independent Living Center (BILiC) came alive with the sound of screen readers and the focus of participants navigating their laptops. Nine persons with different disabilities gathered in person, joined online by three participants from Jakarta, to test the newly redesigned Anti-Corruption Academy website. The initiative, developed by Indonesia Corruption Watch (ICW) with support from the United Nations Office on Drugs and Crime (UNODC) and the Government of Norway, marks a milestone in making anti-corruption education equally accessible to all.

“This initiative reflects the UN principle of Leave No One Behind,” said Putri Rahayu Wijayanti, National Programme Coordinator at UNODC. “We realized from our discussions with persons with disabilities that anti-corruption education must also meet their specific needs. Different disabilities require different forms of support, and this redesign project is about making sure those needs are met.”

The Anti-Corruption Academy itself, first introduced by ICW in 2018, was built to bring the fight against corruption into the hands of the people of Indonesia. Through its online modules, it explains how corruption operates in everyday life, from misuse of public funds to conflicts of interest, and guides users on how they can recognize abuses, demand accountability, and make reports through existing legal mechanisms. The courses are structured at different levels, ranging from introductory lessons of integrity and transparency to complex themes such as oligarchy, climate-related corruption, and gendered impacts of corruption. By reaching students, activists, civil servants, and community groups, the platform has grown into a civic education hub with over 40.000 of users nationwide.

As the platform grew, however, it became clear that not everyone could benefit equally. Feedback from persons with disabilities revealed significant barriers, from inaccessible navigation to missing subtitles and alternative text.

“We learned a lot by working directly with persons with disabilities,” said Nisa Rizkiah Zonzoa, Programme Manager for Public Education at ICW. “Education should never leave anyone behind, even in e-learning. We realized that inclusivity is not just about adding tools - like screen readers or subtitles - but also about how we communicate, how we design content, and how we make people feel that this movement welcomes them equally.”

The redesigned platform now complies with the Web Content Accessibility Guidelines (WCAG 2.1) and integrates features such as screen reader compatibility, simpler navigation, and more inclusive learning materials. These improvements were immediately recognized by participants during the testing.

“From the homepage to downloading the certificate, everything worked smoothly,” said Popon Siti Latipah, who is a person with vision disability. “Last time I tried, there were many obstacles, like the CAPTCHA during registration. But now those barriers are gone. I even learned new concepts like state capture and oligarchy. It sparks curiosity, and it gives us knowledge to protect ourselves, so we’re not just seen as objects of corruption but as people who can resist it.”

For others, the technical improvements were just as meaningful.

“Using my screen reader, I could navigate buttons and links with ease,” said Tri Nur Subhi, another participant. “This platform makes it possible for us to learn what corruption is, how it happens, and what small steps we can take to prevent it. It can be used by disability communities, students, and the wider public. It’s truly inclusive.”

From BILiC’s perspective, the event was more than a test - it was a statement of principle. “When we talk about accessibility, we must involve persons with disabilities directly,” said Zulhamka Julianto Kadir, Director of BILiC. “Nothing about us without us. Digital platforms should follow universal design, so that no one is left behind - not in physical spaces, not in online education, not anywhere.”

The Embassy of Norway, which has supported the project, underscored that corruption has particularly harsh - and often invisible - consequences for persons with disabilities. Misuse of disability funds and extortion in acquiring certificates are among the forms of “discriminatory corruption” that leave persons with disabilities more vulnerable and less able to seek justice. “Persons with disabilities must be at the center of anti-corruption strategies - not only as beneficiaries, but also as leaders and changemakers,” said Truls Desband, representative of the Embassy of Norway in Indonesia.

As the testing concluded, participants expressed optimism that the Academy could serve as a model for inclusive digital education in Indonesia and beyond. For UNODC, that vision is clear. “Anti-corruption education empowers people to know their rights, to report corruption, and to help prevent it,” said Putri. “Our long-term hope is that persons with disabilities will be equally empowered to contribute to this fight. Because when everyone has equal access to knowledge, society as a whole grows stronger against corruption."