The Role of Assistive Technology in Achieving Self-Learning for Students with Visual Impairments in Yemeni Universities in The Capital, Sana'a

This study investigates the role of assistive technologies in enhancing self-directed learning among visually impaired university students in Sana’a, Yemen. Using a descriptive-analytical approach, data were collected via a questionnaire from 246 students across 17 universities. Findings show that most students rely on smartphones with screen-reading software (89%) and social media applications supporting audio reading (78%), as well as online educational resources such as instructional channels and audio content (52.8%) to support independent learning. Statistical analysis revealed no significant differences in technology use or learning outcomes based on gender, age, academic level, or type of university. However, differences were significant according to the degree of visual impairment, with students with low vision demonstrating greater benefits. The study highlights that assistive technologies facilitate learning organization, optimize students’ abilities, enhance academic engagement, and promote educational independence. It recommends that universities establish supportive technological infrastructures, provide suitable devices and software, and implement training programs to maximize the effective use of assistive technologies, thereby strengthening their integration into higher education and fostering self-directed learning skills among visually impaired students.