BARRIERS AND OPPORTUNITIES IN ALBANIAN HIGHER EDUCATION FOR STUDENTS WITH DISABILITIES. A MIXED-METHOD ANALYSIS

This study analyses enrolment patterns, academic experiences, and post-graduation outcomes of students with disabilities in Albanian higher education, situating its findings within the country’s legislative framework and obligations under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Employing a mixed-methods design, data were collected from 129 students with disabilities enrolled in 16 higher education institutions and disaggregated by disability type, geographic location, age, gender, and field of study. The results indicate that students who are with visual disabilities constitute (48.1%) of all enrolments, followed by those with physical disabilities (15.5%), deaf students (7%), chronic illnesses (4.7%), and intellectual disabilities (2.3%). Enrolment is highly centralised in Tirana and Shkodër, while women with disabilities account for only 37% of the student population. Field representation remains skewed toward disciplines adaptable to visual impairments, with minimal participation in STEM and laboratory-intensive fields. Accessibility barriers, spanning physical infrastructure, digital learning environments, and transport, are widespread, and institutional mechanisms such as disability units, ICF-based assessments, and systematic accommodation procedures are largely absent. Transition to employment is constrained by low employer engagement, insufficient disability-inclusive career services, and weak coordination between education and labour market actors. Socio-economic disadvantage remains acute, with 96% of families of children with disabilities living in low-income conditions.