International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Risks Associated with Technology-Enhanced-Learning in Inclusive Education of Students with Vision-Impairment in Ghana.

Author(s) Rachel Annoh, Dr. Ernest Kwabena Gyan, Dr. Mary Adu Kumi
Country Ghana
Abstract Educational Technology-Enhanced Learning (ETEL) poses inherent risks and challenges associated with integration in vision-impaired contexts, including usability, digital literacy, and infrastructural constraints. This study evaluates risks associated with the integration of ETEL in inclusive classrooms towards advancing science education of students with vision impairment by examining the relative challenges faced by diversity of vision-impaired students. Using mixed methods approach, 1532 students, including fully sighted, partially sighted, and students with no sight, responded to interviews on risks and challenges associated with integration in vision-impaired contexts. The average rating of 2.11, std. dev. 1.019 suggests that students encounter moderate levels of difficulty in accessing or utilizing technology. However, irrespective of vision status, students face a baseline probability of encountering challenges with technology. Major risks include lack of funding (40.2%) and technical issues (29.0%). Funding, training and technical support are critical to mitigating risks in TEL implementation. Measures include increased funding (34%), technical support (29%), and user training (37%). Digital literacy correlates strongly with TEL effectiveness (r = 0.63). Higher digital literacy improves TEL, highlighting the need for targeted literacy training programs.
Keywords Inclusive Classroom Education, Vision-Impaired, Student Challenges, Educational Technology-Enhanced-Learning Risks
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-09-06
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.54000
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E-ISSN 2582-2160
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