ARTICLE TEXT
DOI DOI: 10.66434/ijsie.v3i2.439

Barriers faced by visually impaired students in using the modular object-oriented dynamic learning environment at a university in Namibia

Sara Georgina Haimbodi1, Anna Niitembu Hako1
  1. 1 University of Namibia, Namibia

Abstract

While Learning Management Systems like Moodle are designed to foster inclusive higher education, visually impaired students at universities in Namibia continue to face severe accessibility barriers due to unoptimised platform design and incompatible course materials. This study investigated the barriers faced by students with visual impairments in utilising the Modular Object-Oriented Dynamic Learning Environment (Moodle) at a university selected in Namibia. It is a qualitative approach that draws on a phenomenological research design. Data were collected through semi-structured interviews and non-participant observations with six visually impaired undergraduate students, four lecturers, and three e-learning administrative staff. The data were analysed through thematic analysis. The findings showed that Moodle’s affordances, such as flexible pacing and reduced classroom anxiety, are accompanied by critical accessibility barriers, including poor screen reader compatibility, limited assistive technology, and insufficient institutional support. The study recommends systemic reforms grounded in universal design for learning, improved resource allocation, and targeted training for inclusive teaching. Considering the findings, the study contributes to the growing discourse on digital equity in higher education.

How to Cite

Haimbodi, S. G., & Hako, A. N. (2026). Barriers faced by visually impaired students in using the modular object-oriented dynamic learning environment at a university in Namibia. International Journal of Studies in Inclusive Education, 3(2), 56–65. https://doi.org/10.66434/ijsie.v3i2.439
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