Assistive Technology and Academic Achievement: Learners with Hearing Impairment Perspective in Some Zambian Schools

Abstract

The integration of assistive technology (AT) in education has become essential in promoting inclusive learning, particularly for learners with disabilities. This study explored the role of AT in supporting learners with hearing impairments (HI) in selected schools in Lusaka and Ndola Districts, Zambia. The study sought (1) to assess the accessibility and availability of assistive technology devices for HI learners, (2) to establish the effect of AT devices on their academic achievement, and (3) to identify the challenges faced in using AT while exploring strategies for improvement. A review of literature from Björk-van Dijk & Bremmer (2020), Chifinda (2017), Kaulu (2019) and other scholars highlighted both the benefits and limitations of AT in facilitating learning for HI students. Guided by Vygotsky’s Sociocultural Theory of Cognitive Development (1978), the study adopted an interpretivism paradigm, a qualitative approach and a phenomenological study design to gain insights into learners’ experiences with AT. The target population included HI learners, with a sample of 23 participants drawn from five schools. Focus group discussion guides were used as research instruments and data collection was conducted through focus group discussions, with data analyzed thematically and the ethics were upheld. The findings revealed that while AT devices like computers, tablets and projectors were present in most schools, access was inconsistent due to resource constraints, power outages and lack of sign language integration. Additionally, AT positively influenced digital literacy, problem-solving and engagement, yet challenges such as limited availability, inadequate teacher training and exclusion from computer labs hindered its effectiveness. Participants recommended providing more computers, incorporating sign language into digital platforms, training teachers in sign language, and improving infrastructure. The study concludes that AT enhances academic achievement for HI learners but requires institutional and policy improvements to maximize its impact. This research contributes to the body of knowledge by highlighting the need for inclusive digital learning environments and offering practical strategies for enhancing AT integration in Zambian schools.

Key Words: Assistive Technology, Hearing Impairments, Academic Achievement, Inclusive Education, Digital Learning, Special Education, Educational Technology

DOI: 10.7176/JCSD/74-10

Publication date: December 30^th 2025