Navigating Open Distance Learning for Academic Success: Resilience Amongst Students with Disabilities

To improve their abilities and independence, students with disabilities are enrolling in higher education (HE). However, many students encounter challenges when transitioning to and thriving in new learning environments, particularly in open and distance learning (ODL) where institutional support can be inconsistent. Students with disabilities face several obstacles while working towards graduation. In this study, we explored the academic resilience of students with disabilities in distance education. We employed a phenomenological approach with ‘resilience’ as the theoretical framework. The personal experiences of ten students with varying disabilities at an open distance learning institution were explored using thematic analysis, and four core themes were identified. The findings revealed that many stressors impact students with disabilities at an ODL institution that can potentially hamper their performance. Students with disabilities acquire personal traits and coping methods to deal with their obstacles, such as social networks and external sources of support, including institutional help, notwithstanding the attitudes of university staff. Distant universities must embrace diversity to fight stigmatisation and discrimination. The study’s conclusions will increase understanding and guide the development of a persistence model based on resilience.