International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 1 (2025)

The Inclusion of Students with Visual Impairment on E-learning Platforms post-COVID-19 In Zimbabwe - Towards Equity and Quality Education.

Christin Nil Khumalo, Great Zimbabwe university, Zimbabwe

Abstract
E-learning platforms have been a recent learning mode for university students since COVID-19. Students with visual impairment are not exempted from these platforms. The study sought to investigate the experiences of students with visual impairment in their inclusion on e-learning platforms at a state university in Zimbabwe post-COVID-19. The study employed a qualitative case study informed by the constructivist paradigm. Five students with visual impairment enrolled in different faculties, five lecturers, and five ICT personnel were purposefully and conveniently selected for the study because they were information-rich. The study established that university students with visual impairment were excluded from e-learning platforms and that the university had minimal assistive technology for use by students with disabilities. Students with visual impairment need more support services, especially the provision of assistive technology. The study participants recommended that the university keep statistics for students with visual impairment for precise teaching by lecturers and that the provision of assistive technology, like computers with JAWS screen readers and installed NVDA, be loaned for use when they were off-campus. The study recommends that a related study be carried out on a larger scale to improve support services for students with visual impairment and other disabilities at the university.

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