Recommendations

Having considered the characteristics of the study sample (i.e. students with visual impairments at Cadi Ayyad University) and explored e-accessibility-related issues by analysing interviews with individuals in the sample group to assess their level of inclusion in the university, we have concluded that digitization should be introduced into academic education as follows:

• Convert periodicals and publications into digital format, which not only reduce paper and printing costs but also caters to the specific needs of students with different forms of visual impairment, since digitalized written materials can then be converted into Braille or audio files as required.
• Provide free internet to students in general, and students with visual impairments in particular.
• Provide students with access to AI-assisted mobility and learning apps for the duration of their course of study.
• Run workshops to teach students with visual impairments how to use all available digital resources, including AI-based apps, to overcome their educational challenges.
• Provide students with the necessary digital tools and equipment to encourage them to study, especially those in deprived living conditions.
• Create an enabling environment for digital learning using AI-assisted apps, and promote learner independence.
• Set up online discussion groups for distance learners to develop their group work skills.
• Emphasize the importance of self-study.
• Improve the quality of virtual teaching.
• Move towards remote teaching as an option that can be used for certain courses, while also equipping universities for inclusive in-person teaching that caters to various disabilities, including visual impairments. This approach can also be referred to as ‘multi-track inclusion’.
• Adopt a new strategy to replace conventional teaching methods with more advanced ones.
• Draw on local, regional and global experience in the field of AI-assisted apps and their use in teaching in general, and teaching students with visual impairments in particular.
• Provide appropriate infrastructure to aid the use of IT tools in education.
• Coordinate with multiple stakeholders in society, including families and transport authorities, so as to meet social inclusion targets for students with visual impairment.

While Cadi Ayyad University has made notable efforts to develop and improve its systems in line with its capacity, the results in addressing this vital issue remain inadequate, especially as regards students with visual impairment; the challenges they face remain largely unaddressed, whether in terms of access to digital learning, fulfilment of their basic needs, or recognition of their rights.

The issue of access to knowledge through digital inclusion of students with visual impairments is perhaps illustrative of Moroccan university culture in general, and Cadi Ayyad University in particular. These institutions have a responsibility to help these students fulfil their academic potential and live independently in society.