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Visually impaired students in higher education face significant academic, social, and psychological barriers that are often overlooked by faculty. This phenomenological study explored these challenges at Hail University, Saudi Arabia, by purposively sampling six faculty members from the Colleges of Law and Education to capture diverse disciplinary perspectives and ranks. Semi-structured interviews were audio-recorded, transcribed, and subjected to inductive thematic analysis with member checking and inter-rater reliability to ensure rigor. Three interrelated themes emerged: Academic Challenges—including inaccessible textbooks (lack of Braille and poorly tagged digital formats), rigid visual-based teaching methods, and absence of clear accommodation policies; Social Challenges—marked by peer ignorance, campus isolation, and exclusion from collaborative learning; and Psychological Challenges—manifested in faculty feelings of helplessness and student anxiety and low self-confidence stemming from repeated accessibility failures. Contrasting with Western models that centralize disability services, Hail University’s decentralized approach places the accommodation burden on individual faculty, underscoring the need for systemic reforms. We recommend establishing dedicated disability offices, mandating the concept of education training, launching campus-wide awareness campaigns, and integrating targeted mental-health support to foster equitable and sustainable learning environments.
The World Health Organization has adopted the International Classification of Diseases 11 (ICD 11) definition of visual impairment and blindness. According to this definition, a person is said to be visually impaired if the presenting VA in the better eye is worse than 3/60 (
One of the first disability groups to be integrated into mainstream education at the three primary levels, and also into higher education in the Kingdom of Saudi Arabia, was students with visual impairments. Historically, there have been attempts and personal efforts by interested individuals to provide educational services for students with visual impairments in the Kingdom of Saudi Arabia. However, the true beginning of the official enrollment of students with visual impairments in Saudi schools is considered to have been in the 1960s. At that time, approximately 100 blind and visually impaired students received educational services in public schools alongside students without disabilities. Also in the 1960s, the first private institute for students with visual impairments was opened, known as the Al-Noor Institute, with 40 students initially accepted. At the university level, King Saud University was the first Saudi university to allow students with visual impairments to study, in 1980, initially accepting only four students (
Visual impairment presents significant educational and social challenges in university settings, particularly given the heavy reliance on visual content in academic activities. As more students with disabilities enroll in higher education, ensuring equitable access has become a key issue in promoting social justice and sustainable development. According to
Saudi Arabian universities have admitted students with disabilities since the mid-1980s (
Previous literature has agreed that there are specific, essential factors that ensure the success and progress of students with visual impairments in their academic lives. These factors are based on providing appropriate services in three main aspects: educational, technological, and infrastructure. By providing appropriate support for these basic aspects, in addition to other subsidiary aspects, it can be said that students with visual impairments are able to complete their education in a natural manner, and that many difficulties and challenges will be overcome (
Universal Design of Instruction encourages resourceful and inclusive pedagogy by presenting curriculum design and learning environments which can be fully adapted to accommodate the diversity of students with disabilities at university (
Saudi Arabia has mandated inclusive higher education practices that provide equal opportunities for students with disabilities, including visual impairments (
Public schools in Saudi Arabia have to a certain extent included disabled children in their schools. For example, the visually impaired, hearing difficulties, and less severe disabilities children were seen enrolled in public schools. Recently, the effort has increased as can be seen when the special education institutes have revised their curriculum to ensure that they are in line with the policies and practices of inclusive education in other countries. In addition, Saudi Arabia also extended the move to include opportunities to be given to children with different special educational needs and render help to those that require assistance and help. Due to these efforts, currently, Saudi Arabia is offering specialization programs, especially to children that need education and behavioral support to see them through their growing years (
In Saudi Arabia, the Ministry of Education has implemented several initiatives to support students with disabilities. Among them is a preparatory year program, the first of its kind in the Arab world, specifically designed to help students with disabilities succeed academically. Additionally, several Saudi universities have established specialized committees—such as the Scientific Committee, the Curriculum Committee, and the Support Services Committee—dedicated to enhancing the education of individuals with disabilities (
These committees have developed specific eligibility criteria for admitted students and have emphasized the importance of disability-focused programs that serve as academic hubs. These programs also support professionals working in the field and aim to build partnerships at the local, regional, and international levels.
Educational research shows that university students with visual impairments struggle to follow lectures without assistive tools (
Additional studies point to the absence of updated assistive technology (
This study focuses on the academic challenges of visually impaired students at Hail University, as perceived by faculty members. It offers the first in-depth examination of accessibility barriers in Saudi higher education. While concerns such as teaching practices and faculty training are globally relevant, this research brings unique value by investigating how institutional policy, faculty readiness, and technological infrastructure interact in the Saudi context. Understanding these challenges through a localized lens is essential for designing targeted interventions. The findings may support Saudi Arabia’s ongoing commitment to inclusive education and guide the development of standardized accessibility protocols across its higher education institutions (
Visual disability is a generic term used to describe a wide range of visual problems. It includes categories such as total blindness, mild and severe cases of visual impairment. The manner in which the learner uses residual vision is the main concern of educators. Based on the educational definition of visual impairment, completely blind refers to severely challenged students who must learn Braille in order to read and write, and low-vision students use their residual vision as a primary sense to deal with visual demands concerning suitable assistive devices.
Therefore, this study aimed to investigate the challenges faced by visually impaired individuals from the perspective of faculty members.
The research questions will be: What are the opinions and experiences of university academic staff regarding the educational challenges faced by students with visual impairments in higher education?
The research design of this study draws on phenomenology research, which involves gathering information from those who have experienced certain things, interpreting important statements in the data, and summarizing the main themes and aspects of the encounter (
The study sample comprised six faculty members selected via purposive sampling to ensure rich, relevant insights into teaching visually impaired students. They taught students with visual impairment. Participants were drawn from two distinct colleges (Law and Judicial Studies; Education) and spanned a range of academic ranks (Assistant to Full Professor). Purposive sampling targeted those with direct experience in inclusive pedagogy and familiarity with institutional support mechanisms, thereby maximizing data relevance. Including multiple disciplines and ranks allowed examination of how accessibility challenges differ by teaching context and level of institutional authority. A cohort of six aligns with established phenomenological guidelines recommending five to ten participants to reach thematic saturation without sacrificing depth. This size provided sufficient diversity to capture varied perspectives while permitting the sustained, iterative coding, member checking, and in-depth interviews necessary to produce nuanced, trustworthy findings suitable for rigorous academic publication.
Demographic characteristics of the sample.
| Participant | College | Academic rank | Gender | Teaching experience | Committee involvement |
|---|---|---|---|---|---|
| 1 | College of Law and Judicial Studies | Associate Professor | Female | 12 Years | Disability Services Committee |
| 2 | College of Law and Judicial Studies | Associate Professor | Male | 19 Years | Curriculum Development Committee |
| 3 | College of Law and Judicial Studies | Assistant Professor | Female | 5 Years | None |
| 4 | Faculty of Education | Associate Professor | Male | 15 Years | Support Services Committee |
| 5 | Faculty of Education | Professor | Female | 20 Years | Scientific Advisory Committee |
| 6 | Faculty of Education | Associate Professor | Male | 18 Years | Inclusive Pedagogy Working Group |
Many researchers conducting qualitative studies resort to various techniques for data collection to provide a comprehensive and in-depth understanding of their research (
To extract themes, the interviewees’ responses were subjected to a thematic analysis involving six stages (
The interview questions were developed following a comprehensive literature review, drawing from sources such as
Questions were open-ended to allow participants the freedom to elaborate fully. They were arranged thematically, beginning with academic materials and ending with suggestions for institutional improvement. The questionnaire was pilot-tested with visually impaired students not involved in the main study to ensure clarity, relevance, and completeness. Experts in disability studies and inclusive education also reviewed the instrument for content validity.
To ensure the trustworthiness of the data, several strategies were implemented. Member checking (or respondent validation) was conducted both during and after the interviews, allowing participants to validate the accuracy of the transcriptions and interpretations, thereby enhancing the credibility of the findings. Inter-rater reliability was established by having two researchers independently code the data, ensuring consistency and reducing potential bias in the analysis. Additionally, data triangulation was employed by aligning interview responses with existing literature and contextual observations, which contributed to a more comprehensive understanding of the research subject.
All interviews were audio-recorded, transcribed verbatim, anonymized, and analyzed using inductive content analysis. Approximately 25 open codes were identified, then grouped into 8 categories, and finally distilled into 3 central themes. The study received ethical approval from Hail University, and all participants provided informed consent.
This study is required to obtain approval from the Institutional Review Board (IRB) before collecting data. The author received the IRB form prior to data collection. All faculty members were asked to give their consent either through signing the consent form, which has all the information needed. Moreover, confidentiality and anonymity were assured, as the author ensured participants that their names, ages, majors, and genders would not be mentioned in the paper when they asked me not to. Furthermore, all the data from the interviews, whether it is recorded or transcribed, are securely kept in a password-protected computer and accessible only to the researcher. Additionally, all participants can withdraw from the research at any time.
As this study is a qualitative study, it is relevant to trustworthiness elements, which are credibility, dependability, and confirmability. Credibility is concerned with how accurate the information of the research is. To enhance the credibility of the research, the author gave the participants sufficient time to talk about their opinions; he tried not to cut them during the interview and gave them the time they needed to answer the questions. The author spent time collecting data, recording, transcribing the interviews, and using mapping techniques to create connections between the information given.
Thematic analysis yielded three key themes and potential subthemes that helped inform the challenges faced by visually impaired individuals from the perspective of faculty members. Each theme is discussed below.
This primary theme captures the structural and instructional barriers that inhibit visually impaired students’ full engagement in their coursework. It had following subthemes.
Faculty members unanimously identified the scarcity of accessible course materials as a foundational barrier for visually impaired students. In practice, most core textbooks and readings remain available solely in print format, without Braille editions or digital files optimally formatted for screen-reading software. One associate professor explained, “
Faculty members highlighted that conventional lecture formats and reliance on visual aids create significant obstacles for visually impaired students. In many courses, instructors depend heavily on PowerPoint slides, whiteboard diagrams, and in-class demonstrations without sufficient verbal narration or alternative descriptions. As one associate professor explained, “
Participants consistently emphasized the lack of clear, actionable institutional policies as a major barrier to supporting visually impaired students. While most universities maintain general statements about equality or inclusive education, these are often vague and lack practical implementation strategies. One professor stated, “
This theme highlights the interpersonal and cultural obstacles that contribute to visually impaired students’ isolation on campus.
Campus isolation refers to the physical and participatory separation experienced by visually impaired students within lecture halls, laboratories, and informal learning environments. Faculty members reported that, lacking confidence in navigating social and spatial cues, these students often choose or are relegated to seating arrangements that limit interaction. One associate professor recounted, “
Beyond the lecture hall, isolation extends to group work and study sessions. Faculty observed that sighted peers, uncertain how to accommodate a visually impaired student, may omit them from project teams or assign them marginal tasks. As one assistant professor described, “
The cumulative effect of such isolation is a cycle of withdrawal and decreased academic engagement. Faculty members expressed concern that if left unaddressed, this pattern leads to absenteeism, reduced participation in class, and, ultimately, higher dropout rates. One professor emphasized, “
A prevailing barrier to social integration is the general lack of awareness and understanding among sighted students regarding visual impairment. Faculty reported that absent formal training or orientation programs, many students simply do not know how to interact respectfully and effectively with visually impaired classmates. A faculty member noted, “
Such misconceptions manifest in everyday academic interactions. For instance, group discussions often proceed at a visual pace, with participants pointing to slides or whiteboards without providing verbal descriptions. As one associate professor observed, “
Faculty expressed that this pervasive lack of awareness cultivates feelings of alienation among visually impaired students. An assistant professor explained, “
While peer attitudes play a central role, faculty also identified the absence of formal university mechanisms designed to promote social integration of visually impaired students. Unlike many Western institutions that employ “buddy systems,” peer-mentor programs, or disability services offices with dedicated social coordinators, Hail University lacks clear structures to guide involvement. One professor explained, “
This institutional gap means that initiatives such as accessible campus tours, social skill workshops, or inclusive clubs rarely materialize. As one associate professor shared, “
The third theme encompasses the emotional impacts of both academic and social barriers on faculty and students alike. It has following subthemes.
Faculty members frequently described a pervasive sense of helplessness when tasked with accommodating visually impaired students, a feeling rooted in their lack of training, resources, and institutional direction. One associate professor confessed, “
Visually impaired students’ self-perceptions emerged as a critical psychological barrier, with faculty observing marked declines in confidence that impede academic participation and social engagement. A professor remarked, “
Beyond individual feelings of helplessness and diminished self-esteem, both faculty and students identified the absence of formal psychological support services as a significant challenge. Although many universities in other regions maintain dedicated counseling units or disability resource centers, Hail University lacks an integrated support infrastructure tailored to the unique mental health needs of visually impaired students. One professor remarked, “
This phenomenological study examined faculty perceptions of challenges that visually impaired students encounter at a Saudi Arabian university. Through in-depth, semi-structured interviews with six purposively sampled faculty members representing diverse colleges and ranks, three primary themes emerged: (1) Academic Challenges, encompassing inaccessible materials, rigid teaching methods, and absence of clear policies; (2) Social Challenges, including campus isolation and peer unawareness; and (3) Psychological Challenges, reflected in faculty feelings of helplessness and students’ low self-confidence.
Socially, the peer exclusion identified (as second main theme) in present research reflects
Psychologically, the dual burden on faculty and students extends the work of
The primary contribution of this research lies in its divergence from many international contexts. Unlike Western institutions, which often use formal peer-mentoring programs and centralized disability service offices, Hail University’s decentralized approach places the burden of accommodation squarely on individual faculty members. This highlights a unique regional challenge: the necessity of embedding inclusive practices within institutional structures rather than depending on personal initiative. Moreover, whereas much of the global literature relies on student self-reports, our faculty-centered perspective exposes the emotional toll on instructors—an underexplored but critical aspect of sustainable inclusion.
This phenomenological study offers several notable strengths alongside inherent limitations. On the strengths side, the rigorous use of member checking and inter-rater reliability procedures enhanced the credibility and trustworthiness of the thematic analysis. Purposive sampling across academic ranks and colleges provided diverse institutional perspectives, while the phenomenological design enabled an in-depth exploration of faculty lived experiences rather than superficial descriptions. However, these contributions must be weighed against certain constraints. The modest sample size of six, although in keeping with phenomenological norms, restricts the generalizability of findings beyond Hail University. Additionally, recruiting participants solely from the Colleges of Law and Education may have overlooked discipline-specific challenges present in STEM or humanities faculties. Finally, the absence of direct student interviews means that our insights into learner experiences are mediated through faculty perceptions, introducing potential observer bias. That is, there were no in-depth interviews with the visually impaired students. Therefore, the findings are mainly and strictly from faculty members’ perspectives, as the aim of this research is to explore their perspectives. Balancing these strengths and limitations provides a clear framework for interpreting the study’s contributions and guiding future research.
The intertwined nature of academic, social, and psychological challenges suggests that piecemeal interventions will fall short. Universities should develop and fund clear accessibility policies, establish dedicated disability-inclusion offices, and mandate inclusive-pedagogy training. Simultaneously, embedding disability awareness into student orientation and creating formal peer-mentoring programs can mitigate social isolation. Psychological support must be integrated with academic services, with counselors trained in disability-specific issues.
Future research should adopt mixed-methods or longitudinal designs to assess the impact of comprehensive inclusion frameworks on student retention, academic performance, and well-being. Incorporating direct student interviews or surveys would capture lived experiences and validate faculty perceptions. Comparative studies across Saudi institutions, and between Saudi and international universities, could identify best practices adaptable to different cultural and structural contexts. By addressing these multifaceted challenges in a coordinated manner, higher-education institutions can move from rhetorical commitments to demonstrable equity, ensuring that visually impaired students thrive academically, socially, and psychologically.
This study examined the challenges faced by visually impaired students at Hail University through faculty perspectives, revealing three key themes: academic challenges, social challenges, and psychological challenges. Unlike Western institutions with centralized disability services, Hail University’s decentralized approach places the accommodation burden on individual faculty. To achieve true inclusion, universities must adopt systemic reforms: establish dedicated disability offices, mandate inclusive-pedagogy training, launch campus-wide awareness campaigns, and provide targeted mental-health support. Though specific to one institution, these insights offer a blueprint for higher-education environments worldwide to move from
The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.
This study received ethical approval from Hail University’s ethics committee (H-2024-336). The study was conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants’ legal guardians/next of kin.
YA: Writing – original draft, Writing – review & editing.
The author(s) declare that no financial support was received for the research and/or publication of this article.
The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
The author(s) declare that no Gen AI was used in the creation of this manuscript.
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