Barriers to Digital Inclusion in Mathematics Education for Students with Visual Impairments in Oyo State, Nigeria

This study examined barriers to digital inclusion in mathematics education for students with visual impairment in mainstream secondary schools in Oyo State, Nigeria. Guided by digital divide theory, the study investigated infrastructural, technological, pedagogical, and learner-related barriers using a descriptive survey design. Participants were 130 students with visual impairment and 30 mathematics teachers from five mainstream secondary schools. Data were collected using the validated Digital Inclusion Barriers in Mathematics Questionnaire (DIBM-Q). Cronbach’s alpha coefficients were .87 for the student section and .91 for the teacher section. Data were analyzed using frequencies, percentages, means, and standard deviations. Findings indicated inadequate digital infrastructure, limited access to functional computers and reliable internet, and unstable electricity. Assistive technologies, including screen readers, Braille displays, talking calculators, and accessible mathematics software, were rarely available. Teachers also reported limited competence in integrating digital and assistive technologies into mathematics instruction. Nevertheless, students perceived digital inclusion as beneficial to their understanding, motivation, confidence, and participation. The study recommends improved digital infrastructure, provision of assistive technologies, sustained teacher training, inclusive digital policies, and stronger stakeholder collaboration.