Revolutionizing Pedagogy: Navigating the Integration of Digital Technologies in Teaching and Learning for Learners with Disabilities in Zambia

Abstract : The study explored the experiences of teachers on integration of digital technologies in teaching and learning for learners with disabilities in special education. A qualitative case study design was employed and expert purposive sampling was used on twenty ICT specialist teachers in schools. Also, data was collected using structured interviews and classroom observations which was thematically analysed. The study revealed that integration of digital technologies enhanced accessibility, engagement, and personalized learning for learners with disabilities, allowing them to participate more fully in educational activities. On the other hand, challenges such as insufficient infrastructure, lack of teacher training, and limited access to adaptive devices hinder the full potential of digital tools. Based on these findings, there is need to effectively revolutionize pedagogy through the integration of digital technologies for learners with disabilities, schools should implement comprehensive professional development programs that equip teachers with the skills to utilize adaptive and assistive technologies, ensuring inclusive, personalized, and engaging learning experiences for all students.