Resilience Amid Barriers: Narratives of Disability Inclusion in Afghan Higher Education Institutions

Background/purpose. Students with disabilities (SwDs) remain significantly underrepresented in Afghan higher education institutions (HEIs), facing barriers linked to inaccessible infrastructure, inadequate accommodations, and entrenched social stigma. While global frameworks such as the CRPD emphasize inclusive higher education (HE), limited empirical evidence exists from conflict-affected and low-resource contexts like Afghanistan. This study explores how SwDs experience HE and how their narratives illuminate both resilience and systemic barriers. Materials/methods. Using a qualitative narrative analysis approach, 26 SwDs (17 with physical or locomotor impairments, eight with visual impairments, and one with a hearing impairment) from diverse universities and provinces across Afghanistan were interviewed. Semi-structured interviews were conducted in Pashto and Dari, transcribed, translated into English, and analyzed inductively with MAXQDA. Thematic narrative analysis focused on how participants positioned themselves, navigated institutional barriers, and constructed their identities in academic and social environments. Results. The narratives revealed five interrelated themes: reconstructing identity through education, navigating institutional barriers, societal influences on disability narratives, turning points in educational journeys, and aspirations alongside employment challenges. Participants emphasized education as both a refuge and a tool of empowerment, but also reported pervasive structural obstacles, including inaccessible campuses, limited access to assistive technologies, and unsupportive attitudes. Concerns about post-graduation employment underscored broader systemic exclusion. Conclusion. This study was conducted recently following a major political transition in Afghanistan, when educational access—particularly for women—had become increasingly restricted. The findings thus represent both lived experiences and a historical snapshot of inclusion before such access was curtailed. Findings highlight that inclusion in Afghan HEIs remains largely aspirational, constrained by infrastructural, institutional, and societal barriers. Genuine inclusion requires systemic change and strong policy implementation at the Ministry of Higher Education (MoHE). Findings of this study reinforce the importance of a rights-based approach to inclusive education, aligning with the principles of the CRPD and SDG4.