| Title: |
Bridging the Digital Divide: Promoting Inclusive Education for Students with Disabilities in Ethiopian Schools |
| Language: |
English |
| Authors: |
Merih Welay Welesilassie (ORCID 0009-0004-9500-7017); Berhane Gerencheal (ORCID 0000-0001-6520-0423); Seifu Berihu (ORCID 0009-0009-0142-7747) |
| Source: |
Contemporary Educational Technology. 2025 17(4):605. |
| Availability: |
Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Inclusion; Access to Computers; Students with Disabilities; Barriers; Equal Education; Technology Uses in Education; Physical Disabilities; Value Judgment; Technological Literacy; Costs; Teacher Competencies; Predictor Variables; Cultural Influences; Social Influences; Foreign Countries; Secondary School Students |
| Geographic Terms: |
Ethiopia |
| Abstract: |
Digital inclusion is crucial for providing equitable educational opportunities for students with disabilities. However, significant barriers remain prevalent in low-resource contexts. This study is a beacon of understanding, examining the acceptance, perceptions, and obstacles related to educational technology engagement among young Ethiopian students with physical disabilities. Utilizing an explanatory sequential mixed-methods design, quantitative data were collected from 87 students, followed by in-depth interviews with 12 participants to gain deeper insights into their experiences. The results indicated a strong acceptance and perceived usefulness of digital tools for promoting independent learning and productivity. Nevertheless, students encountered substantial challenges, including a lack of digital readiness support, inadequate infrastructure, high costs, and insufficient teacher training. Structural equation modeling analysis revealed that digital readiness support, acceptance, and trust were significant predictors of students' willingness to adopt digital technologies. Qualitative findings further illuminated socio-cultural barriers, such as stigma and social exclusion, which hinder effective digital engagement. Utilizing the technology acceptance model in conjunction with the digital divide theory, the findings of this study provide significant insights into the challenges of digital access in Ethiopian educational institutions. The proposed inclusive framework seeks to address critical infrastructural and cultural barriers, thereby promoting equity for students with disabilities. This research underscores the importance of developing and implementing strategies that enhance digital accessibility and inclusion within the educational landscape. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494737 |
| Database: |
ERIC |