Location
Accra, Ghana and Virtual
Start Date
29-8-2025 12:15 PM
End Date
29-8-2025 12:45 PM
Description
This study explores the online learning experiences of students with disabilities (SWDs) at a South African university during the pandemic, investigating how institutional policy and AI-supported tools can address their challenges. Phase one used an interpretive qualitative approach involving semi-structured interviews with SWDs to identify key barriers, including inconsistent faculty practices, limited accessibility and emotional isolation. The findings highlight systemic gaps in digital support and the absence of inclusive pedagogical frameworks. Phase two expanded the analysis through a review of documents, focusing on university policies and the potential role of emerging technologies, particularly artificial intelligence (AI), in promoting equitable access. While some AI tools show promise, such as automated captioning and personalised learning interfaces, governance frameworks remain underdeveloped. The study therefore calls for a coordinated policy response and institutional commitment to digital inclusivity. The study contributes to ongoing debates around disability, digital transformation, and educational equity in higher education, particularly in low- and middle-income contexts.
Included in
Online Learning, Disability, and the Use of AI: Lessons from a South African University
Accra, Ghana and Virtual
This study explores the online learning experiences of students with disabilities (SWDs) at a South African university during the pandemic, investigating how institutional policy and AI-supported tools can address their challenges. Phase one used an interpretive qualitative approach involving semi-structured interviews with SWDs to identify key barriers, including inconsistent faculty practices, limited accessibility and emotional isolation. The findings highlight systemic gaps in digital support and the absence of inclusive pedagogical frameworks. Phase two expanded the analysis through a review of documents, focusing on university policies and the potential role of emerging technologies, particularly artificial intelligence (AI), in promoting equitable access. While some AI tools show promise, such as automated captioning and personalised learning interfaces, governance frameworks remain underdeveloped. The study therefore calls for a coordinated policy response and institutional commitment to digital inclusivity. The study contributes to ongoing debates around disability, digital transformation, and educational equity in higher education, particularly in low- and middle-income contexts.
