Within the Sustainable Development Goal (SDG) and its 17 targets is a strong emphasis on the education of learners with disability. Whereas there have been massive improvements at lower levels regarding education of the marginalised, a lot more work remains undone at tertiary education level. In this discourse, we explore literature to reveal enablers and disablers to academic success of students with visual impairments (SwVI) at higher education level in the past 10 years in 16 countries doted across six habitable continents. Emerging from the study is a host of disablers such as (1) negative attitudes, (2) absence of inclusive education policy, (3) inaccessible learning environment and learning materials, (4) exclusive pedagogy, and (5) limited orientation and mobility. Amidst the disabling environment, a positive attitude, self-advocacy, and innovativeness stood out as key enablers to academic success by SwVI. The findings contribute to the realisation of the SDG agenda through advocacy on inclusive education policies and practices.

Technology is highly valued in modern day teaching and learning especially when it comes to imparting knowledge to students with disabilities. This paper presents the findings of a study that sought to establish the emerging and digital technologies being used to enhance the teaching and learning of ODL students with disabilities at Nkhruma University. The study used a case study design. The population comprised all students with visual and hearing impairment under ODL and their lecturers. A total sample of fifty-five (55) participants was employed and snowball sampling technique was utilized. The instruments used for data collection were interview guides and observation schedules. Data was analyzed thematically. The findings revealed that emerging technologies such as the use of information and communication technology were used by both students with visual and hearing impairment to learn effectively and lecturers to teach effectively. It was also revealed that digital technologies such as computers, cell phones, and Ipads were used during the lectures for effective teaching, easy access to materials and information. It was further revealed that some students with disabilities and lecturers were not well oriented on the use of modern ICT tools. Based on the findings of the study, it was recommended that the institution conducts technology-biased capacity building workshops for all ODL lecturers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

One of the norms of distance education is that learners are the drivers of their learning and teachers merely facilitate the learning process. To this effect, learners are expected to be fully engaged in their studies throughout for them to perform well in their studies. However, the ‘distance’ factor inherent in distance education has been identified as one of the major challenges for learners studying in this mode. The geographical isolation significantly detracts from the need for social interactions that are usually afforded by face-to-face situations. Consequently, the void leads to isolation, confusion, stress and ultimately contributing to high failure rate and drop-outs from the academic programmes. In this study, we document the use of “WhatsApp” as a tool for learner support among postgraduate students on the distance learning mode within the University of Zambia. The study, through “WhatsApp”, follows students where they are found and learns from them without disrupting their privacy and culture to inform ODL policy and practice.  It is now clear that the University should be proactive to encourage the creation of self-generated social networks to mitigate vexing emergent issues students face on the distance learning mode.

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