Exploring the lived experiences of students with visual impairment in utilizing AI-driven assistive technologies in higher education: A qualitative study
DOI:
https://doi.org/10.71085/joclsi.05.01.92Keywords:
Artificial Intelligence, Visual Impairment, Assistive Technology, Higher Education, Accessibility, Inclusive EducationAbstract
The present study explores the lived gests of scholars with visual impairment in exercising AI- driven assistive technologies in advanced education. The study adopts a qualitative phenomenological approach to understand how these scholars perceive and use technologies similar as screen compendiums, OCR tools, and voice sidekicks in their academic life. Data were collected through semi-structured interviews and anatomized using thematic analysis. Findings reveal that AI- driven assistive technologies significantly enhance academic availability, independence, and confidence among scholars. still, several challenges were also linked, including specialized limitations, language walls, fiscal constraints, and limited institutional support. The study concludes that while AI technologies have strong implicit to promote inclusive education, their effectiveness depends on availability, training, and contextual adaption.
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