Assessing the Accessibility and Inclusiveness of E-Learning Systems for Visually Impaired Students in Selected Ugandan Universities: A Review.

Assessing the Accessibility and Inclusiveness of E-Learning Systems for Visually Impaired Students in Selected Ugandan Universities: A Review

Ms. Kyomuhangi Rosette, Dr. Maninti Venkateswarlu, Mr. Akampurira Paul

Kampala International University, Kampala, Uganda

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000320

Received: 03 May 2025; Accepted: 07 May 2025; Published: 13 June 2025

ABSTRACT

E-learning has become an essential component of higher education, offering scalable and flexible delivery of academic content. However, for students with visual impairments, particularly in low-resource settings such as Uganda, these digital platforms often remain inaccessible and exclusionary. This systematic literature review investigates the accessibility and usability of e-learning systems for visually impaired students in selected Ugandan universities. Drawing on empirical and theoretical studies, the review identifies significant barriers, including the absence of institutional accessibility policies, low compliance with global standards, infrastructural limitations, and a lack of user-centered design practices. It also reveals a critical gap in integrating usability considerations into platform design, resulting in technically accessible but functionally unusable systems for visually impaired learners. The study proposes a framework grounded in Universal Design for Learning and participatory development, emphasizing policy alignment, capacity building, infrastructure investment, and usability-centered evaluation. The findings aim to inform policy reform and institutional practice to promote equitable access to digital education.

INTRODUCTION

E-learning,defined as the use of digital technologies to deliver educational content, has reshaped the landscape of higher education worldwide. Its ability to transcend geographical and temporal constraints has made it particularly attractive to institutions in low- and middle-income countries seeking to expand access and reduce instructional costs (Haleem et al., 2022). In Uganda, as in many African nations, e-learning is increasingly being adopted as a strategy to reach remote learners and modernize pedagogical delivery (Oroma et al., 2012). The COVID-19 pandemic further accelerated this transition, prompting universities to migrate academic programs to online platforms with unprecedented speed (Webb et al., 2021).

While this shift has opened new educational possibilities, it has also exacerbated digital inequities. Among the most affected groups are students with disabilities, especially those with visual impairments (Cho & Kim, 2022). Visual impairment encompasses a spectrum of conditions, from partial sight to total blindness, that significantly impact a student’s ability to interact with visually-based content and digital interfaces (Muradyan, 2023). In e-learning contexts, these students often encounter systemic barriers due to design features that fail to consider alternative modes of access (Ravichandran et al., 2022). As e-learning becomes mainstream, its promise of inclusivity must be critically examined against the actual experiences of students with disabilities.

Accessibility in e-learning is not solely about technical compliance with international standards; it is about creating digital learning environments that all students can use effectively. For students with visual impairments, this includes ensuring compatibility with screen readers, providing text alternatives for non-text elements, enabling keyboard navigation, and offering audio-described multimedia (Seale & Cooper, 2010). However, in many Ugandan universities, such features are either absent or poorly implemented. As a result, students with visual impairments are often excluded from the full educational experience, despite being enrolled in digital programs (Pacheco et al., 2018).

The urgency of this issue is underscored by demographic and epidemiological data. According to the Uganda National Population and Housing Census (2014), 1.9% of the population reports some form of visual impairment. The World Health Organization estimates that over 100,000 Ugandans are blind, while another 1.4 million have moderate to severe vision impairment. Given the youthful nature of Uganda’s population and its growing university enrollment, the number of visually impaired students entering higher education is likely to rise. This demographic reality necessitates urgent action to ensure that digital learning systems are both accessible and usable (Omolo et al., 2024).

Despite Uganda’s ratification of international conventions such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD), institutional implementation remains inconsistent. Many universities lack formal accessibility policies, and where such policies exist, they are rarely enforced. Moreover, existing e-learning platforms often fail to meet global standards like the Web Content Accessibility Guidelines (WCAG), further limiting their usability for students who rely on assistive technologies (Musenyente et al., 2022).

Compounding these structural challenges are socioeconomic and infrastructural constraints. Visually impaired students often lack access to personal digital devices, high-speed internet, or specialized software such as screen readers and Braille displays. Even where institutional support exists, it is typically limited by financial and technical capacity. Furthermore, educators and developers frequently lack the training to design or adapt content for students with disabilities, perpetuating a culture of exclusion within digital learning spaces (Akbar et al., 2024).

Importantly, many of the issues identified are not simply about the presence or absence of accessibility features, but about their usability. A system may technically be “accessible” yet remain functionally unusable if it is cumbersome to navigate, inconsistent in layout, or poorly integrated with assistive tools. Usability, therefore, emerges as a crucial yet often overlooked dimension of inclusive e-learning. It focuses on how easily and effectively a user can complete learning tasks, engage with content, and interact with instructors and peers (Bi et al., 2022).

The lived experiences of visually impaired students highlight these usability challenges vividly. Qualitative research reveals that these students frequently encounter frustration, cognitive overload, and exclusion in digital learning environments. Barriers such as unlabeled navigation menus, inaccessible discussion boards, and unreadable multimedia content result in diminished academic engagement and a sense of alienation. Without systemic interventions, these learners face disproportionately high dropout rates and limited academic achievement (Dabi & Golga, 2024).

Addressing these challenges requires a multi-layered approach. Policymakers must enforce institutional standards aligned with international accessibility norms. Universities must invest in infrastructure and capacity-building to support inclusive digital practices. Educators need training in universal design for learning (UDL) principles, while platform developers must adopt participatory design methodologies that include users with disabilities in the creation process.

This study responds to these challenges by reviewing existing literature on the accessibility and usability of e-learning systems for visually impaired students in Uganda. It aims to synthesize the current knowledge base, identify research and practice gaps, and generate actionable recommendations. The review is intended to inform institutional strategies, influence policy dialogue, and support the development of inclusive digital ecosystems within higher education.

By centering on both accessibility and usability, this research underscores the principle that inclusive design must go beyond compliance. It must create meaningful, empowering educational experiences for all students, particularly those who are most at risk of being left behind in the digital transformation of learning.

METHODOLOGY

This review followed a systematic literature review (SLR) approach. Data sources included electronic databases (IEEE Xplore, SpringerLink, Scopus), academic journals, and grey literature. Keywords used included “e-learning accessibility,” “visual impairment,” “Uganda universities,” and “inclusive education.” Studies were selected based on relevance, methodological rigor, and contextual alignment with Ugandan higher education.

Overview of E-Learning Accessibility for Visually Impaired Students

The evolution of e-learning has dramatically expanded access to education globally, but it has simultaneously revealed and deepened accessibility divides, particularly for students with visual impairments. Several studies have documented the inherent visual bias of most online learning environments, which rely heavily on graphical user interfaces, image-based navigation, and video content without alternative formats  These modalities often lack compatibility with assistive technologies such as screen readers, refreshable Braille displays, and text-to-speech systems, creating a digital barrier to entry for learners with visual disabilities. Furthermore, many digital resources, such as scanned PDFs, infographics, and PowerPoint slides are not encoded in accessible formats, undermining their usability for non-sighted users (Kimogol, 2023)

Critically, the absence of synchronized audio descriptions, closed captions, and navigable text structures in video-based learning materials remains a pervasive problem in both developed and developing countries. In the context of Ugandan universities, these limitations are magnified by infrastructural and funding constraints, resulting in unequal access to learning opportunities for visually impaired students (Baguma & Wolters, 2021). Study shows that only a small fraction of digital platforms used in Ugandan institutions met the Web Content Accessibility Guidelines (WCAG), and most lacked basic accommodations for non-visual navigation (Nakatumba-Nabende et al., 2019).

To overcome such barriers, scholars and practitioners increasingly advocate for the adoption of Universal Design for Learning (UDL) as a foundational framework for inclusive digital education (Sewell et al., 2022). UDL promotes flexible instructional design that provides multiple means of representation, expression, and engagement, principles particularly beneficial for learners with sensory impairments(Sanguinetti, 2024). Implementing UDL in e-learning systems involves integrating features such as high-contrast visual schemes, structured HTML layouts, semantic tagging of content, and support for multimodal learning tools  (Evans et al., 2014) These design choices are not merely add-ons but essential strategies that ensure educational equity in digital contexts.

Learning Management Systems (LMS), such as Moodle and Blackboard, have evolved to include basic accessibility features; however, studies have shown that these features are often underutilized or poorly configured (Sharifov et al., 2021). For instance, keyboard operability and screen reader support may exist in theory, but practical implementation depends on the awareness and competence of instructors and IT staff. Without proper configuration and continuous testing, even accessible platforms can become barriers. Furthermore, many LMS platforms do not natively support local assistive technology integrations, which is particularly problematic in low-resource settings where off-the-shelf solutions must be adapted to limited infrastructures (Pirani & Sasikumar, 2014)

From a policy standpoint, limited enforcement and oversight of digital accessibility standards in Uganda’s higher education sector significantly hinder progress. Although Uganda is a signatory to international instruments such as the United Nations Convention on the Rights of Persons with Disabilities, the translation of these commitments into institutional e-learning policy remains inconsistent. Disability units, where they exist, are often marginalized in decision-making related to digital content procurement, platform design, or faculty training (Musenyente et al., 2022).

A recurrent theme in the literature is the need to shift from retrofitting accessibility solutions to embedding inclusiveness into the design and development process from the outset. Participatory approaches that engage students with visual impairments in the co-design of digital learning environments have proven effective in producing user-centered solutions that reflect actual needs rather than presumed deficits (O’Connor et al., 2024). These approaches not only improve the usability of platforms but also foster a sense of ownership and empowerment among marginalized learners.

Therefore, advancing accessibility for visually impaired learners in e-learning contexts necessitates a coordinated, multisectoral strategy. This includes developing and enforcing institutional accessibility policies, investing in affordable and scalable assistive technologies, training educators and developers in inclusive design, and fostering cross-sector collaborations to leverage innovation and share best practices. Importantly, usability, not just compliance should be the guiding principle in these efforts. E-learning systems must not only function technically for students with disabilities but must also be intuitive, responsive, and empowering in practice.

SUMMARY OF FINDINGS

DISCUSSION, BEST PRACTICES, AND RECOMMENDATIONS

The systematic review revealed a multidimensional understanding of the barriers and enabling factors affecting the accessibility and inclusiveness of e-learning systems for visually impaired students in Uganda. The findings were organized thematically, reflecting challenges related to policy, institutional capacity, technological infrastructure, pedagogy, socioeconomic conditions, and user experience. Based on these themes, emerging best practices and evidence-based recommendations are proposed to enhance inclusivity in digital learning environments.

Inadequate Institutional Support and Policy Gaps

A recurrent finding across several studies (Ssebulime & Basaza, 2021; Walakira et al., 2023) is the absence of strong institutional frameworks to enforce accessibility standards in digital education. Although Uganda’s national policies recognize the rights of persons with disabilities, implementation at the university level remains fragmented and inconsistent. Disability support units, where present, are often under-resourced and lack strategic influence on digital learning decisions. As a result, many universities operate without formal accessibility mandates, leading visually impaired students to depend on informal or ad hoc support mechanisms. This gap highlights the critical need for comprehensive institutional policies aligned with international accessibility guidelines, such as the Web Content Accessibility Guidelines (WCAG), and contextualized for the realities of Uganda’s higher education landscape.

Limited Compliance with Accessibility Standards

Accessibility audits of e-learning platforms used in Ugandan universities indicate limited adherence to globally recognized standards. Research by Wanyonyi et al. (2020) and Lwanga & Mbaziira (2020) revealed significant deficiencies in features essential for visually impaired users such as the lack of alt-text for images, poor semantic HTML structure, and incompatibility with screen readers. These gaps compromise the ability of students with visual impairments to navigate, comprehend, and interact with digital learning materials, reinforcing their exclusion from the full benefits of online education.

Infrastructure and Assistive Technology Deficiencies

Compounding these challenges is the limited availability and high cost of assistive technologies such as screen readers, Braille displays, and speech-to-text tools. Even when such tools are made available, their adoption is constrained by a lack of training among both students and educators. Studies by Ngonzi et al. (2019) and Musasizi et al. (2015) document the underutilization of assistive devices due to insufficient orientation and maintenance support. This infrastructure gap not only affects student engagement but also undermines the overall efficacy of e-learning as a mode of inclusive instruction. Addressing this issue will require targeted investment in assistive technologies, subsidies for learners from disadvantaged backgrounds, and partnerships with organizations offering low-cost or open-source accessibility solutions.

Educator Preparedness and Inclusive Pedagogy

The review consistently revealed a lack of preparedness among academic staff to create accessible content. Ghasia et al. (2018) noted that most instructors are unaware of universal design principles and fail to implement basic accessibility practices, such as descriptive captions, accessible document structures, and multiple modes of content delivery. Without institutional training programs and pedagogical resources, educators often default to conventional teaching methods that marginalize learners with disabilities. Enhancing educator capacity through structured professional development in accessible instructional design is thus essential. These efforts should be institutionalized through continuous learning initiatives and reinforced by accessibility-focused performance metrics.

Socioeconomic Barriers and Student Experiences

In addition to institutional and technological barriers, socioeconomic factors play a decisive role in shaping the e-learning experiences of visually impaired students. Many come from low-income households and lack personal access to digital devices or reliable internet connections (Mukasa & Zziwa, 2022). These structural inequalities not only limit their participation in online learning but also exacerbate feelings of isolation and marginalization. Qualitative studies, such as Madinda (2020), further illustrate the psychological toll of exclusion, reporting instances of academic disengagement and reduced self-worth among affected students. These narratives highlight the urgency of inclusive e-learning as a matter of both technical provision and social justice.

Fragmented Research and Data Gaps

While the global literature on digital inclusion is expanding, localized empirical research focused specifically on visually impaired learners in Uganda remains sparse. Although international studies (e.g., Al-Azawei et al., 2016; Asunka, 2013) offer valuable theoretical insights, they often lack actionable strategies tailored to East African educational systems. This knowledge gap restricts the development of contextually relevant solutions and underscores the need for more participatory, locally grounded research to inform practice and policy in Ugandan higher education.

Emerging Best Practices and Strategic Recommendations

Despite these persistent challenges, several best practices have emerged from the literature, providing a roadmap for improving accessibility and inclusiveness in Ugandan university e-learning systems. One such approach is the application of Universal Design for Learning (UDL), a pedagogical framework that promotes flexible and adaptive learning environments. UDL supports the integration of multiple means of representation, engagement, and expression, benefitting not only students with disabilities but the broader student population. Its adoption in course development can prevent the marginalization of visually impaired students by making inclusivity a default rather than an afterthought.

The participatory design of e-learning platforms, involving visually impaired students as active contributors in the development process, also emerged as an effective strategy. By incorporating end-user feedback, institutions can avoid design flaws that often result from able-bodied assumptions. Such co-design practices help ensure that platforms are more navigable, functionally relevant, and user-centric.

Institutions that have conducted systematic accessibility audits, evaluating their platforms and services against international standards, have reported improvements in digital usability and content delivery. These audits are instrumental in identifying gaps and initiating timely interventions. As Luyombya and Brown (2019) suggest, extending accessibility evaluations beyond library systems to include all learning management platforms can drive institutional accountability and promote a culture of continuous improvement.

Capacity building among educators and developers is equally critical. Training programs focused on accessible content creation, use of assistive technology, and digital inclusion principles have shown measurable benefits in content usability. Institutions should institutionalize such training in faculty development programs, supported by ongoing technical assistance and knowledge sharing platforms.

Furthermore, inter-institutional and cross-sector collaborations have proven effective in environments with limited internal capacity. Partnerships with disability-focused NGOs, international donors, and open-source technology providers can enhance resource mobilization and skills transfer. These collaborations can also help localize global standards and technologies to fit the unique constraints of Ugandan universities.

Lastly, to ensure long-term sustainability, universities must adopt a proactive model of accessibility. Rather than retrofitting solutions after student complaints, accessibility must be embedded from the earliest stages of design, procurement, and implementation. This requires visionary leadership, adequate budget allocation, and strategic integration of accessibility objectives into institutional planning

Proposed User-centric E-learning Implementation Framework for the visually empowered

Figure 1: User-centric E-learning Implementation Framework for the visually empowered

The User-Centric E-Learning Implementation Framework for the Visually Empowered is structured into five interconnected layers, all orbiting around the visually impaired learner, who stands at the core of the system as both its central focus and primary beneficiary. Rooted in the principles of inclusive and equitable education, this framework draws upon internationally recognized standards such as the Web Content Accessibility Guidelines (WCAG), Universal Design for Learning (UDL), ISO 9241-210 for human-centered design, and the social model of disability, creating a robust digital ecosystem that prioritizes accessibility, adaptability, and user empowerment.

At the heart of the framework is a deliberate departure from traditional system-centered approaches. Instead, it embraces user-centered philosophies, aligning closely with ISO 9241-210, which emphasizes that technologies should be designed around the needs, behaviors, and experiences of their users. In this context, the visually impaired learner is not an afterthought but a central agent, with every layer of the framework constructed to meet their needs proactively and inclusively. This approach resonates deeply with the social model of disability, which asserts that barriers are created by systems and environments, not by impairments themselves, and should therefore be removed through thoughtful, inclusive design.

Surrounding the learner is the personalized interface layer, which enables intuitive and effective interaction with the e-learning platform. This layer ensures compatibility with a wide range of assistive technologies and visual adaptations, consistent with WCAG standards for web accessibility. It includes tools such as screen readers that convert text to speech or braille, voice navigation that allows for hands-free operation, and tactile devices that support users in experiencing digital content through touch. High-contrast settings and adjustable font sizes offer further customization for those with low vision. In line with ISO’s human-centered design principles, this layer empowers learners to navigate and interact with content independently, removing interface-level barriers that would otherwise hinder access.

Beyond the interface lies the accessibility-oriented content layer, which ensures that all instructional materials are designed with inclusion in mind from the outset. Reflecting the principles of Universal Design for Learning, this layer encourages the use of multiple modes of content delivery, such as audio formats, tactile graphics, and detailed descriptions for visual media, so that all learners, regardless of visual ability, can understand and engage with the material. Structuring documents semantically enhances screen reader compatibility, while training for educators in universal design practices ensures that accessibility is built into the pedagogy itself rather than retrofitted afterward. The goal here is not only to comply with technical accessibility standards like WCAG but to embrace a broader pedagogical commitment to inclusion and representation.

The next layer of the framework introduces inclusive pedagogical strategies tailored specifically to the experiences and needs of visually impaired learners. These strategies, deeply informed by UDL, support flexibility in how learners’ access, engage with, and demonstrate understanding of content. Learners are given the opportunity to progress at their own pace, receive adaptive feedback based on their interactions with the platform, and participate in assessment formats that suit their abilities, including oral or tactile approaches. Mentorship opportunities are integrated to promote peer connection and reduce the isolation often experienced in digital learning environments. This emphasis on responsive, learner-centered teaching not only increases engagement but ensures educational equity by respecting diverse ways of learning and demonstrating knowledge.

To support learners holistically, the framework incorporates a learning support systems layer that extends beyond instruction and content delivery. Inspired by the Quality Matters rubric, which emphasizes learner support in online environments, this layer includes institutional structures such as an accessible helpdesk staffed with individuals trained in assistive technologies, mental health and counseling services that address the emotional and social aspects of inclusive learning, and robust technical support for device or software challenges. Additionally, the presence of empathetic instructors and peer facilitators helps build a sense of belonging and community within the digital space—an essential component for learner well-being and retention.

Finally, the data-driven feedback and improvement layer serves as the continuous improvement engine for the entire framework. Drawing from principles of ISO 9241-210, which supports iterative refinement through user input, this layer leverages learning analytics to monitor learner progress, flag potential accessibility issues, and identify those who may require additional support. It also incorporates user surveys, usability studies, and behavior recognition tools that provide real-time insights into learner engagement and satisfaction. This ongoing feedback not only ensures responsiveness to learner needs but also allows the platform to evolve over time, grounded in the lived experiences of its users.

The interplay among these five layers is fluid and dynamic. The personalized interface layer acts as a gateway to the system, guiding the learner into accessible content and inclusive pedagogical experiences. These experiences are enriched and sustained by comprehensive learning support systems, while the entire process is monitored and fine-tuned through continuous feedback and adaptive technologies. Together, the layers form a coherent and resilient whole—an ecosystem where accessibility is not an add-on, but an embedded principle that transforms how digital education is conceived and delivered.

By weaving together globally recognized frameworks including WCAG, UDL, ISO 9241-210, and the social model of disability, this user-centric e-learning framework offers a forward-thinking model that redefines accessibility, not as compliance, but as a catalyst for inclusive, meaningful, and empowering learning experiences for the visually empowered

CONCLUSION

This systematic review has highlighted the persistent barriers faced by visually impaired students in accessing e-learning systems within Ugandan universities, including weak policy enforcement, limited assistive technologies, infrastructural deficits, and a lack of inclusive pedagogical practices. Despite these challenges, the review also identified emerging best practices such as universal design, participatory platform development, capacity building for educators, and institutional audits, which offer promising strategies for enhancing accessibility. To realize inclusive digital education, universities must adopt a proactive, policy-driven, and student-centered approach that integrates accessibility into all aspects of e-learning design and implementation. Addressing these issues is not only a technical necessity but a moral imperative toward achieving equity in higher education.

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