Research Article
Merih Welay Welesilassie, Berhane Gerencheal, Seifu Berihu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep605
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
Research Article
Nazir Ahmed Jogezai, Diana Koroleva, Fozia Ahmed Baloch
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep466
ABSTRACT
The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as “digital inequalities,” caused by factors such as insufficient organizational-level support and teachers’ digital competence (DC). This study was conducted to determine teachers’ DC and reveal if their DC was explained by their digital nativeness and principals’ digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning.
Keywords: digital nativeness, digital competence, digital inclusion, digital instructional leadership, COVID-19 pandemic, teacher