Enhancing Computer Literacy Skills for Learners with Visual Impairment: A Case Study of Secondary Schools in Kawambwa, Zambia
TL;DR
The study found that while assistive technologies, adapted teaching methods, and peer support enhanced computer literacy acquisition, challenges including inadequate assistive technologies, limited digital devices, and insufficient teacher training hindered maximum skill development.
Abstract
Digital transformation in Zambia's education sector is a national priority aimed at enhancing the quality, accessibility, and efficiency of educational services. The focus includes equipping Learners with Visual Impairment (LwVI) with essential computer literacy skills, in alignment with the 2023 Competence-based Curriculum Framework. The study utilized a descriptive case study approach, gathering qualitative data from a sample of fifteen participants: twelve LwVI students and three teachers selected through expert and homogeneous sampling techniques. Data collection involved in-depth interviews and observation checklists, analyzed thematically. The study found that while assistive technologies, adapted teaching methods, and peer support enhanced computer literacy acquisition, challenges including inadequate assistive technologies, limited digital devices, and insufficient teacher training hindered maximum skill development. The study concludes that despite policy commitments, implementation gaps persist in rural secondary schools.