Academic environments usually have one-size-fits-all lectern designs with confusing user interfaces that hamper the presenter’s experience. This research-informed-design study examined usability challenges of lecterns in an educational institution to reimagine the presenter’s experience from an inclusive design perspective. A design-thinking process was adopted to empathize, define, ideate, prototype and test design solutions. First, researchers used auto-ethnography, usability testing and precedent analysis to define the project scope. Second, an actionable design brief was created and detailed design specifications developed. Third, sketches, sketch models and CAD-models were iteratively developed with anthropometric data and usability considerations incorporated. Fourth, a full-scale physical prototype was fabricated and wireframes of the user interface were developed. Finally, the prototype was tested with users to validate the design. Testing demonstrated enhanced accessibility of the height-adjustable worksurface and improved usability of user interface. Future work includes refinement and optimization of lectern design with a focus on manufacturability and modularity.