Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Abdullahi, I. “ Inclusive Education Policies in African Universities: Challenges and Prospects.”  African Journal of Higher Education 19, no. 4 (2023): 112–30.

Adegboyega, L., F. Famolu, and A. Yusuf. “External Factors Influencing Academic Success of Students with Disabilities.” African Journal of Education 28, no. 3 (n.d.): 78–95.

Akande, O., “Inclusive Practices in Higher Education: A Global Perspective,” 2023.

Aliedan, Meqbel M, Ibrahim A Elshaer, Mohamed A Zayed, Musaddag Elrayah, and Mohamed A A Moustafa. “Evaluating the Role of University Disability Service Support, Family Support, and Friends’ Support in Predicting the Quality of Life among Disabled Students in Higher Education: Physical Self-Esteem as a Mediator.” Journal of Disability Research 2, no. 3 (2023): 48–59.

Biagiotti, Gilda, and Anabel Moriña. “Why, Where and What to Study? Exploring the University Choices of Italian and Spanish Graduates with Disabilities.” British Journal of Special Education 52, no. 1 (2025): 49–57.

Cardinot, A., and A. Flynn. “Peer Networking and Academic Outcomes for Students with Disabilities.”  Active Learning in Higher Education 23(2), 145–160. (2022).

Chasi, Samia, and Orla Quinlan. “Inclusion in Times of Covid‑19: The Case of International Students in South Africa.” Journal of Student Affairs in Africa 9, no. 1 (2021): 205–22.

Cosier, Meghan, Audri Sandoval-Gomez, and Donald N. Cardinal. “Placement of Students with Extensive Support Needs in California School Districts: The State of Inclusion and Exclusion.” International Electronic Journal of Elementary Education 12, no. 3 (2020): 249–55.

Daly‐Cano, M, A Ruise, K Moore, A Vaccaro, B Newman, and L Newman. “Familial Support and Inequities in South African Higher Education.” Journal of Diversity in Higher Education 17, no. 1 (2024): 78–95.

Deku, P. “Cultural Beliefs and Education of Disabled Children in Sub-Saharan Africa.” African Journal of Disability 13 (2024): 1–12.

Donnelly, V. “Stakeholder Engagement in Inclusive Education Frameworks.”  International Journal of Inclusive Education 28, no. 2 (2024): 145–62.

Edwards, M. “Faculty Training for Inclusive Education in Australia.” Australasian Journal of Educational Technology, 39, no. 1 (2023): 56–74.

Famolu, F. “ Negative External Factors as Barriers to Inclusion.”  Journal of Inclusive Education 27, no. 3 (2023): 210–28.

Fichten, C, A. Havel, M. Jorgensen, S. Wileman, and J. Budd. “Accommodations and Retention of Students with Disabilities.” Canadian Journal of Higher Education 52, no. 1 (2022): 34–52.

Govender, P. “Physical Barriers in South African Universities.” Journal of Disability Policy Studies 35, no. 1 (2024): 45–63.

Gow, M., K. Mostert, and L. Dreyer. “Family and Friend Support for Students with Disabilities.” South African Journal of Higher Education 34, no. 5 (2020): 178–95.

Hazan-Liran, B., and O. Walter. “Role of Disability Services in Teaching and Learning.” Journal of Higher Education Policy 46, no. 1 (2024): 78–95.

Hölscher, D, and V Bozalek. “Environmental Controls in South African Classrooms.” South African Journal of Higher Education 34, no. 6 (2020): 210–28.

Ibrahim, H, L Fong, A Zubairi, F Ghani, and N Shamsuddin. “Peer Interactions and Academic Stress.” International Journal of Inclusive Education 28, no. 3 (2024): 345–62.

Kaur, A., and P. Salian. “ICT Interventions for Disability Support.” Technology in Education 28, no. 1 (2025): 56–74.

Kumi‐Yeboah, A., Y. Kim, and R. Armah. “Societal Biases and Family Support in Sub-Saharan Africa.” International Journal of Educational Development 98, no. Article 102745 (2023).

Kumi‐Yeboah, A., and Y. Kim. “Societal Biases and Family Support in Sub-Saharan Africa.”  International Journal of Educational Development, 98, Article 102745, 2023.

Lammens, J., E. Spinoy, and J. Willems. “Disability Statistics in Africa.” African Health Sciences,  23, no. 4 (2023): 567–85.

Los Santos, De, Stephanie Bain, and Marie-Anne Mundy. “Determining Academic Success in Students with Disabilities in Higher Education.” International Journal of Higher Education 8, no. 2 (2019): 16–38.

Maia, Marisa, Paula Santos, and Marilyn Espe-Sherwind. “Peer Mentoring Circles in Higher Education: Perceptions of Their Members with and without Disability and Program Proposal.” Frontiers in Education 9 (May 10, 2024). https://doi.org/10.3389/feduc.2024.1362752.

Mantlow, N., S. Sullivan-Bolyai, A. McGuire, and N. Morris. “Enablers for Academic Success.” Higher Education 89, no. 1 (2025): 112–30.

Meyer, A. “ Disability Rights Advocacy in Higher Education.” Journal of Human Rights Education 16, no. 1 (2024): 67–85.

Mitchell, D., D. Sutherland, E. de Kerf, and K. van der Worp. “Implementation Gaps in South African Disability Policy.” South African Journal of Higher Education 39, no. 1 (2025): 89–107.

Mntambo, N, K Adam, W Hlengwa, and S Krishna. “Family Support in South African Higher Education.” South African Journal of Psychology 51, no. 3 (2021): 412–30.

Moriña, Anabel, and Gilda Biagiotti. “Academic Success Factors in University Students with Disabilities: A Systematic Review.” European Journal of Special Needs Education 37, no. 5 (2022): 729–46.

Muzakki, A., F. Rohman, and E. Rosyidah. “Tailored Support Services in Inclusive Higher Education.” Journal of Inclusive Education 28, no. 4 (2024): 567–85.

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Ndebele, C., and M. Gadisi. “Faculty Training for Supporting Students with Disabilities.” South African Journal of Higher Education 36, no. 4 (2022): 178–95.

Ndlovu, S. “ Examination Spaces for Students with Disabilities.”  Journal of Assessment in Higher Education 14, no. 2 (2023): 89–107.

Ndlovu, S, and A. Woldegiorgis. “Early Intervention Supports in Higher Education.” African Journal of Higher Education 20, no. 1 (2023): 45–63.

Nevedal, A, C Reardon, M Opra Widerquist, G Jackson, N Cutler, C Koenig, L Damschroder, and A Midboe. “Data Analysis in Qualitative Research.” Implementation Science Communications 2, no. 1 (2021): 108.

Ntombana, L, N Mndende, and N Mkuzo. “Decolonizing Religious Education in Institutions of Learning: A Backer for the African Traditional Religion,” 2018.

O’Shea, A., P. Koshy, and C. Drane. “ Mental Health Services on Campus.” Journal of Student Wellbeing 12, no. 1 (2021): 56–74.

Ofentse H, Ofentse H Mokwena, and Mark Zuidgeest. “Identifying Transport Policy Gaps in Student Travel Demand Management in South Africa.” Journal of Transport and Supply Chain Management 14, no. 1 (2020): 1–13.

Osae, Akinyi Christine. “Differentiated Instruction in Second Language Teaching: Educators’ Perspectives, Practices and Challenges in Rwanda.” Unicaf University in Zambia. Unpublished Doctoral Thesis, 2024.

Phillippe, K. “Americans with Disabilities Act and Family Collaboration.”  Journal of Disability Policy Studies 35, no. 1 (2024): 67–85.

Popovska, M., G. Nalevska, F. Popovski, and L. Popovska. “Adapted Study Programmes in South Asia.” Asia Pacific Education Review 23, no. 3 (2022): 456–73.

Priya, Arya. “Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application.” Sociological Bulletin 70, no. 1 (January 19, 2021): 94–110. https://doi.org/10.1177/0038022920970318.

Riswari, A., D. Puspitasari, N. Yuniarti, F. Iswahyudi, A. Sunandar, and E. Ediyanto. “Systemic Changes in Higher Education Inclusion.”  International Journal of Inclusive Education 26, no. 7 (2022): 678–95.

Roberts, T. “Developing Interview Guides for Qualitative Research.” Qualitative Research Methods 9, no. 3 (2020): 210–28.

Rubmann, J, N Netz, and M Lörz. “Dropout Rates among Students with Disabilities.” Higher Education 87, no. 2 (2024): 345–62.

Sandoval Gomez, A., and M. McKee. “Universal Design in California Classrooms.”  Journal of Architectural Education 89, no. 107 (2020): 74–1.

Sholokhova, I, E Vdovina, and S Kirsanova. “Phenomenological Approach in Qualitative Research: Understanding Participants’ Lived Experiences.” Qualitative Research in Education 11, no. 3 (2022): 210–28.

Shutaleva, A., N. Martyushev, Z. Nikonova, I. Savchenko, V. Kukartsev, and V. Tynchenko. “Culture of Non-Inclusion in Higher Education.”  Education Sciences 13, no. 5 (2023): 489.

Surawy-Stepney, T., A. Reid, M. Conner, D. Marks, and C. Strauss. “Qualitative Approaches to Non-Quantifiable Phenomena.” British Journal of Health Psychology 28, no. 2 (2023): 345–62.

Tekola, B., M. Kinfe, F. Girma Bayouh, C. Hanlon, and R. Hoekstra. Logistical Support for Disabled Children’s Education. Vol. 23.  BMC Public Health, 2023.

Vincent, Louise, and Desire Chiwandire. “Funding and Inclusion in Higher Education Institutions for Students with Disabilities.” African Journal of Disability 8, no. 1 (2019): 1–12.

Wiltshire, G., and N. Ronkainen. “Inferences in Interpretive Analysis.” Qualitative Research in Sport, Exercise and Health 13, no. 3 (2021): 456–73.

Yao, Y., X. Wu, and J. Teng. “Peer Mentoring Programmes and Isolation.” Higher Education 87, no. 4 (2024): 945–62.

Zhang, Y., T. Xin, X. Wang, Z. Yan, and X. Liu. “Family and Friend Support across Contexts.” Comparative Education 61, no. 1 (2025): 67–85.

Nobuhle Tuntulwana, Deputy Director in the Student Affairs Department within the Student Life and Co-curricular Unit, conducted research examining the experiences and educational needs of Students with Disabilities (SWDs) in higher education. Her research was informed by her professional experience in promoting holistic student development and her observations of the challenges faced by SWDs both within and beyond the classroom. In particular, she identified gaps in inclusive education and support systems, noting that students with disabilities were often marginalised in accessing academic assistance, participating in extracurricular activities, and obtaining appropriate financial support and assistive devices. Concerns regarding the adequacy of support provided through the National Student Financial Aid Scheme (NSFAS), including allowances and assistive devices, further highlighted the challenges experienced by students who disclosed their disability status. These observations motivated Tuntulwana to undertake research aimed at understanding the educational needs and lived experiences of SWDs and contributing to more inclusive and responsive student support practices in higher education.

Dr. Samson Matope is an Academic Developer and Lecturer in the Continuing Professional Teacher Development Department at Walter Sisulu University, South Africa. His academic and professional interests include academic staff development, curriculum development and transformation, teaching and learning, and sustainable development in higher education. He has published in local and international peer-reviewed journals and has presented his research at national and international academic conferences, where he has also chaired conference sessions.

Dr. Anthony Kambi Masha is a senior lecturer at the Walter Sisulu University and holds a PhD from the University of Fort Hare, South Africa. He has a stellar array of academic qualifications and is well published in DHET-accredited journals. He lectures undergraduate and graduate students and is an external examiner for masters and doctoral studies at six universities in South Africa.

Mpambani, Nobuhle, Samson Matope, and Anthony Kambi Masha. “Exploring the Influence of External Factors on the Academic Success of Students with Disabilities at an Eastern Cape University.” Journal of Education and Learning Technology 7, no.7 (2026): 879 – 899. https://doi.org/10.38159/jelt.20267714