TEACHING AND LEARNING OF DIGITAL LITERACY SKILLS INVOLVING LEARNERS WITH VISUAL IMPAIRMENT IN ZAMBIA: A DESCRIPTIVE CASE STUDY OF SELECTED SECONDARY SCHOOLS IN NDOLA, ZAMBIA

Authors

  • Robertson Kalangwa Kaluba Research Scholar, Institute of Distance Education, Postgraduate Studies, University of Zambia, Zambia
  • Joseph Mandyata Research Supervisor, Dr., University of Zambia, Zambia
  • Stabile Namwai Ng’ambi Research Supervisor, Dr., University of Zambia, Zambia
  • Kalisto Kalimaposo Research Supervisor, Dr., University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejse.v11i7.6420

Keywords:

digital literacy skills, technical skills, visual impairment, special education

Abstract

Teaching learners digital literacy skills is a challenging experience for both teachers and learners, especially for learners with visual impairment. The disability, such as visual impairment, comes with its own complexities that make learning digital literacy skills quite difficult. It was in this context, the present study sought to explore how learners with visual impairment were learning, acquiring and developing digital literacy and technical skills in the Zambian secondary school system. The study used a descriptive case study research design supported by qualitative approaches. The sample size was 12 (3 teachers and 9 LwVI). The participants were drawn from special education schools in the district. Homogeneous sampling was used to select teacher participants, while, learners were selected using an expert sampling technique. Data was collected using in-depth interview guides and observation checklists. The data from fieldwork, was analysed using thematic analysis approaches. The findings revealed that LwVI were learning basic digital literacy skills, such as; keyboarding, input and navigation skills, word processing skills, online communication, spreadsheets and digital presentations. On technical skills, it was found that LwVI were being exposed to: hardware and software knowledge; how to apply software skills - online research skills; information management skills; digital content creation; how to use digital media as well as digital collaboration. It was, however, also found that LwVI often faced several challenges in attempting to learn digital literacy and computer technical skills. These ranged from: lack of accessible to assistive technology, resources, difficulties with visually-based online platforms and issues of inadequate collaboration in the teaching and learning of such skills. The study equally, showed that there were socio-economic barriers, teachers' teaching inadequacies, high cost of devices, internet connectivity challenges and electricity outages, which negatively impacted on the teaching and learning of digital skills in the case of LwVI in secondary schools in Zambia. The study concluded that, although findings cannot be generalizable to other areas in Zambia, efforts were being made to expose learners with visual impairment to digital literacy skills in the study schools. This has the potential of enhancing the learning of LwVI with time. The study recommends that schools encourage teachers to use strategies which are more inclusive and sustainable in the teaching of digital literacy skills to LwVI. Additionally, teachers should make efforts to use differented learning to ease access to digital literacy skills among LwVI.

 

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Author Biographies

  • Robertson Kalangwa Kaluba, Research Scholar, Institute of Distance Education, Postgraduate Studies, University of Zambia, Zambia

    Mr. Kalangwa Robertson Kaluba is a PhD candidate in Special Education at the University of Zambia. He is a Special Education educator in the Zambian Ministry of Education, with several years of experience of teaching learners with visual impairment. He holds a Master of Education in Special Education degree from the University of Zambia and a Bachelor of Education in Special Education degree from the University of Zambia. He also has a certificate in Primary Teaching from Malcolm Moffat College of Education and a Certificate in Information Communication Technology from London Technology College. His research interests are in: education of the visually impaired; Special / Inclusive education classroom practices, as well as in Digital Literacy Education involving Learners with Disabilities.

  • Joseph Mandyata, Research Supervisor, Dr., University of Zambia, Zambia

    Dr. Joseph Mandyata is a lecturer, researcher and consultant in the area of special/inclusive education in the Department of Educational Psychology, Sociology and Special Education, School of Education, University of Zambia. He holds a PhD in Special Education, a Master of Education in Special Education and a Bachelor of Arts with Education Degree from the University of Zambia. He has researched, presented papers, and published articles in the areas of special education, inclusive education, educational Administration and management, guidance and counselling, as well as in Early Childhood Education at local and international levels. His research interests are in: special/ inclusive education practice and policy, partnerships in special/inclusive education, curriculum innovation in Special/inclusive education, guidance and counselling, disability, disability, education and poverty, Early-grade Reading Education and educational administration and management.

  • Stabile Namwai Ng’ambi, Research Supervisor, Dr., University of Zambia, Zambia

    Dr. Stabile Namwai Ng`ambi is a Lecturer, researcher and Consultant in the Department of Community Education and Lifelong Learning, School of Education, University of Zambia. She holds a PhD in Adult Education, a Master's in Adult Education and a Bachelor of Adult Education Degree from the University of Zambia. She has researched, presented and published articles in the areas of Adult Education, Guidance and Counselling, Lifelong Education, Extension Studies and participatory approaches in Development at local and International levels. Her research interests are in Adult Education, Guidance and Counselling, University Extension Education, disability Community Education and participation, and Lifelong Learning.

  • Kalisto Kalimaposo, Research Supervisor, Dr., University of Zambia, Zambia

    Dr. Kalisto Kalimaposo is a Senior Lecturer, researcher and consultant at the University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special Education. He holds a PhD in Sociology of Education, a Master’s degree in Sociology of Education and a Bachelor’s degree in Sociology and Library & Information Studies from the University of Zambia. He has published and presented papers on a wide range of educational issues in local and international journals. His research interests include equity studies in education, curriculum innovation, teacher education, sociology of disability, transformative learning, comparative and development education, primary education and entrepreneurial education.

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Published

2025-12-08

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Vol. 11 No. 7 (2025)

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