Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools

Merih Welay Welesilassie; Berhane Gerencheal; Seifu Berihu

doi:10.30935/cedtech/17452

Merih Welay Welesilassie ¹ ² ^* , Berhane Gerencheal ², Seifu Berihu ²

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CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep605

https://doi.org/10.30935/cedtech/17452

Submitted: 30 November 2024, Published Online: 26 November 2025

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Abstract

Digital inclusion is crucial for providing equitable educational opportunities for students with disabilities. However, significant barriers remain prevalent in low-resource contexts. This study is a beacon of understanding, examining the acceptance, perceptions, and obstacles related to educational technology engagement among young Ethiopian students with physical disabilities. Utilizing an explanatory sequential mixed-methods design, quantitative data were collected from 87 students, followed by in-depth interviews with 12 participants to gain deeper insights into their experiences. The results indicated a strong acceptance and perceived usefulness of digital tools for promoting independent learning and productivity. Nevertheless, students encountered substantial challenges, including a lack of digital readiness support, inadequate infrastructure, high costs, and insufficient teacher training. Structural equation modeling analysis revealed that digital readiness support, acceptance, and trust were significant predictors of students’ willingness to adopt digital technologies. Qualitative findings further illuminated socio-cultural barriers, such as stigma and social exclusion, which hinder effective digital engagement. Utilizing the technology acceptance model in conjunction with the digital divide theory, the findings of this study provide significant insights into the challenges of digital access in Ethiopian educational institutions. The proposed inclusive framework seeks to address critical infrastructural and cultural barriers, thereby promoting equity for students with disabilities. This research underscores the importance of developing and implementing strategies that enhance digital accessibility and inclusion within the educational landscape.

Keywords: digital inclusion, students with disabilities, technology acceptance model, digital divide theory, inclusive education

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Citation

Welesilassie, M. W., Gerencheal, B., & Berihu, S. (2025). Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools. Contemporary Educational Technology, 17(4), ep605. https://doi.org/10.30935/cedtech/17452

Welesilassie, M. W., Gerencheal, B., and Berihu, S. (2025). Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools. Contemporary Educational Technology, 17(4), ep605. https://doi.org/10.30935/cedtech/17452

Welesilassie MW, Gerencheal B, Berihu S. Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools. CONT ED TECHNOLOGY. 2025;17(4), ep605. https://doi.org/10.30935/cedtech/17452

Welesilassie, Merih Welay, Berhane Gerencheal, and Seifu Berihu. "Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools". Contemporary Educational Technology 2025 17 no. 4 (2025): ep605. https://doi.org/10.30935/cedtech/17452

Welesilassie, Merih Welay et al. "Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools". Contemporary Educational Technology, vol. 17, no. 4, 2025, ep605. https://doi.org/10.30935/cedtech/17452

Welesilassie MW, Gerencheal B, Berihu S. Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools. CONT ED TECHNOLOGY. 2025;17(4):ep605. https://doi.org/10.30935/cedtech/17452