Assistive technology support systems and barriers to digital participation among students with visual impairment at the university of education, Winneba

Background Assistive technology is central to digital participation among students with visual impairment in higher education, but its educational value depends on the institutional, technical and pedagogical conditions that sustain its use. Objective This paper examined the assistive technology support systems available to students with visual impairment and the barriers shaping their digital participation at the University of Education, Winneba. Methods A qualitative case study design was employed. Data were generated through one semi-structured interview with a resource person, four focus group discussions with students with visual impairment, and seven overt observer-as-participant observation sessions. Data were analysed thematically. Results Institutional facilities, assistive technologies, peer networks and staff guidance enabled students to undertake digital academic activities. However, access remained uneven because formal training and technical support were limited, hardware and software were unreliable, some digital platforms and learning materials were inaccessible, and the cost of personal devices constrained independent use. Peer support and students’ combinations of mainstream and assistive technologies functioned as compensatory practices where formal systems were incomplete. Conclusion Digital participation at UEW is produced through an unstable combination of institutional provision and student compensation rather than through a fully coordinated accessibility system. Meaningful digital inclusion requires accessible platforms and materials, reliable infrastructure, sustained training, and clearly assigned institutional responsibility.