The Role of Technology in Enhancing Teaching and Learning for Students with Disabilities in Higher Education in Zimbabwe

This chapter advocates for a fair and equal approach to education by emphasising the significance of technology in enabling inclusive learning experiences. As such, it examines how technology might enhance academic assistance and the quality of teaching and learning for students with disabilities (SWDs), specifically considering the obstacles they encounter in educational settings. The study utilised a qualitative technique, employing a multiple case study design across two Universities in Masvingo District in Zimbabwe. Data were gathered through semi-structured interviews with ten SWDs and four support staff members. Additionally, observations were conducted in both online and onsite learning settings. The thematic analysis identified notable obstacles, such as insufficient infrastructure, educators’ low awareness and discrepancies in technological access beyond academic environments. The results emphasise the need for HEIs to prioritise the accessibility of digital content and resources for support services specifically designed for students with disabilities (SWDs). The findings of this research have important implications for supporting students in Southern Africa and other resource-constrained settings. They offer practical suggestions for improving academic services and fostering inclusion so that all students have the opportunity to succeed in their educational endeavours.