Integration of digital culture in teaching and learning for students with disabilities in Uganda

The increasing promotion of flexibility in teaching and learning methodologies has led to the adoption of blended learning and enhancement of digital competence. With equity, equality and inclusiveness in higher education, students with disabilities have benefited from technology to overcome the limitations of their physical impairments and access a world of limitless opportunities. However, the extent to which digital technology has been integrated into teaching and learning to accommodate students with disabilities in Ugandan institutions of higher education remains unknown. The study focused on availability, accessibility, and the extent to which digital culture facilitates the teaching and learning process in the age of blended learning. Guided by the Universal Design for Learning (UDL) framework, the study employed a phenomenological mixed-method approach to explore the experiences of learners with disabilities in Ugandan higher education institutions, particularly regarding their interactions with digital technologies in blended learning. Using purposive sampling and snowball methods, the study engaged 126 students and educators from three public universities in Uganda. The findings indicate that institutions of higher learning in Uganda have made significant efforts to incorporate digital technologies into the teaching and learning process through inclusive curriculum design and development. However, the study revealed that there is still limited emphasis on the learning needs of students with disabilities during curriculum development. Institutions face persistent challenges related to inadequate resources to provide the necessary technological tools and competences required to support these learners. In addition, some educators lack sufficient digital proficiency to effectively facilitate learning for students with disabilities, which further constrains the integration of inclusive digital practices. The study underscores the need for urgent action to address the digital skills gap among educators by equipping them with the necessary technological competencies before they can adequately support learners. It further recommends that institutions of learning strengthen support for students with disabilities by investing in specialised technological equipment, undertaking deliberate infrastructural adjustments, and designing inclusive curricula that respond to the digital needs of all learners.