Digital inclusion: Lived experiences of students with visual impairment accessibility to web-based information in higher education institutions of Ethiopia.

This study investigates the experiences of students with visual impairment (SVIs) in accessing web-based information at two senior Ethiopian universities, Haramaya University and Addis Ababa University. Using a descriptive phenomenological design and interviews with 11 fourth-year undergraduate SVIs, the research identifies four main themes: web capability experience, social connection, venue of academic achievement, and disabling web environment. Findings reveal that SVIs’ ability to access online academic information varies due to differences in prior computer knowledge, assistive technology (AT) compatibility, and technical support, while social media platforms serve as important tools for practice and social interaction. However, complex website designs, inaccessible document formats, and inadequate infrastructure create barriers that promote inequality in information access and academic achievement. The study recommends that universities improve web accessibility, provide tailored AT and technical support, and encourage regular web use to enhance SVIs’ academic success.