Abstract—This study addresses the challenges and strategies for enhancing the inclusivity and accessibility of Python programming lectures for Civil Engineering (CVE) students at a university in Singapore. Despite their strong foundations in mathematics and physics, the diverse backgrounds and varied coding experiences of CVE students create barriers to effective learning in fast-paced, interactive coding sessions. This paper critically reflects on current teaching practices, analyzes student feedback, and proposes an action plan based on Universal Design for Learning principles and culturally responsive teaching frameworks. Findings indicate that providing pre-tutorial resources, multimodal teaching aids, and institutional support enhances engagement, reduces disparities, and improves inclusivity. Future iterations will include comprehensive evaluations to refine these strategies further. 
 

Keywords—inclusive learning, accessibility, Universal Design for Learning (UDL), interactive lectures, civil engineering

Cite: Yongmin Kim, Samiran Das, and Jolly Atit Shah, "Enhancing Inclusivity and Accessibility of Python Programming Tutorials for Civil Engineering Students," International Journal of Learning and Teaching, Vol. 11, No. 5, pp. 256-261, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).