Speaker
Description
Olanike, B. Y.
Federal College of Education Special Oyo, Oyo State, Nigeria
bolajiyetunde3@gmail.com
Track: AI, Emerging Technologies and Future Learning
Yetunde Olanike, Bolaji Ph.D
Department Of Education for Learners with Communication and Behavior Disorders
Federal College Of Education (Special),Oyo, Oyo State Nigeria
bolaji.yetunde1318@fcesoyo.edu.ng
+2347055914686/ +2347065819484
Abstract
The accelerating shift toward digital education in African higher learning institutions offers promising avenues for enhancing inclusive learning opportunities for students with disabilities. Yet, many universities still struggle with shortcomings such as underdeveloped digital infrastructure, learning platforms that are not accessible, a lack of assistive tools, inconsistent enforcement of inclusion policies, and inadequate training for educators in inclusive pedagogy. This review investigates the prospects for inclusive higher education in Africa by analyzing how Artificial Intelligence (AI), emerging educational technologies, and the Universal Design for Learning (UDL) framework can support access, engagement, and academic achievement for students with visual, hearing, physical, intellectual, and learning disabilities. Based on recent research, policy analyses, and international best practices, the paper outlines how AI-driven solutions, like speech-to-text conversion, real-time captioning, adaptive learning systems, intelligent tutoring, screen readers, and data-based predictive tools, are expanding accessibility. It also considers the impact of innovations such as virtual classrooms, mobile learning apps, augmented and virtual reality, and cloud-based accessibility services in promoting equitable participation. Additionally, UDL is presented as a vital approach for building adaptable educational environments that support varied learning preferences through diverse methods of engagement, content delivery, and assessment. Nevertheless, despite their potential, widespread adoption is hindered by persistent challenges including unequal access to technology, insufficient funding, unreliable internet, limited institutional expertise, and weak implementation of accessibility standards. The review emphasizes that realizing inclusive higher education across Africa will depend on collaborative action among governments, academic institutions, tech developers, and disability rights stakeholders, along with long-term investment in fair and accessible digital education systems.
Keywords: Inclusive higher education, Artificial Intelligence, Universal Design for Learning, emerging technologies, students with disabilities, digital accessibility, Africa.