Regulatory framework of e-Learning integration with inclusive higher education in Ethiopia: The case of students with disabilities

Abstract

In Ethiopia, students with disabilities (SWDs) face various learning barriers, inequalities, and inequities. Overcoming SWDs’ obstacles is a critical component of inclusive higher education strategies. Currently, e-Learning is preferred to ensure inclusive education and resolve the challenges of SWDs. Therefore, using a mixed research design, this research assessed the policies, legislation, and practices of Higher Education Institutions (HEIs) in Ethiopia concerning e-Learning and its integration into inclusive education for SWDs. Two survey questionnaires (largely consisting of Likert questions) were developed and distributed to 100 SWDs and 18 university instructors randomly selected from three purposively selected HEIs to collect quantitative data. Then, the survey data was analysed using SPSS (version 26) with descriptive statistics using percentages and count/frequency. The qualitative data was collected using document reviews and eight key informant interviews (KIIs) with purposefully selected stakeholders and officials of the three HEIs. The qualitative data was analysed by categorizing and tabulating it under different thematic areas. According to the findings, despite progress in ICT infrastructure, the development and implementation of e-Learning in Ethiopian HEIs are in their infancy and far from meeting the needs and interests of SWDs in the teaching-learning process. The major constraints include the resistance of many university lecturers to technology-assisted education; a lack of basic digital skills among lecturers and students; the absence of adequate e-Learning policies and legislation concerning inclusive education; and a lack of coordinated efforts from stakeholders to ensure institutional and national support to incorporate e-Learning into inclusive education. Consequently, in response to these constraints, we recommend: enacting comprehensive HEI policies and legislative frameworks that integrate e-Learning and inclusive education; providing adequate and periodic training to SWDs, faculty, and ICT personnel of HEIs; offering free or low-cost internet services and digital end devices to users; and conducting similar studies on e-Learning and inclusive education.