Abstract
The Saudi government pays great attention to the usability and accessibility issues of e-government systems. E-government educational systems, such as Noor, Faris, and iEN systems, are some of the most rapidly developing e-government systems. In this study, we used a mixed-methods approach (usability testing and automated tools evaluation) to investigate the degree of difficulty faced by teachers with visual impairment while accessing such systems. The usability testing was done on four visually impaired teachers. In addition, four automated tools, namely, AChecker, HTML_CodeSniffer, SortSite, and Total Validator, were utilized in this study. The results showed that all three systems failed to support screen readers effectively as it was the main issue reported by the participants. On the other hand, the automated evaluation tools helped with identifying the most prominent accessibility issues of these systems. The perceivable principle was the principle most violated by the three systems, followed by operable, and then robust. The errors corresponding to the perceivable principle alone represented around 73% of the total errors. Moreover, further analysis revealed that most of the detected errors violated even the lowest level of accessibility conformance, which reflected the failure of these systems to pass the accessibility evaluation.