Practices and Prospects of Inclusive Education for Lifelong Learning in Ethiopian Higher Education: A Comparative Case Study of Arsi and Madewalabu Universities

The global commitment to inclusive education (IE), enshrined in the Sustainable Development Goals (SDG 4) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), posits equitable access to quality lifelong learning (LLL) for all. Ethiopia’s policy landscape, through its Education Sector Development Plans (ESDPs) and Higher Education Proclamations, echoes this commitment. However, the translation of these policies into sustainable practices within Higher Education Institutions (HEIs) remains a critical challenge. This study investigates the practices, challenges, and prospects of implementing IE as a foundation for LLL in Ethiopian HE, employing a comparative case study of Arsi University and Madewalabu University. Grounded in a transformative-social justice framework, the research utilized a sequential explanatory mixed-methods design. Quantitative data were collected via structured questionnaires from 380 academic staff and final-year students (selected through stratified random sampling), while qualitative data came from 24 semi-structured interviews with leaders, disability unit officers, and students with disabilities, supplemented by document analysis. Quantitative data were analyzed using descriptive and inferential statistics (ANOVA, t-tests), and qualitative data underwent thematic analysis. Findings reveal that both universities have established foundational policies and Disability Resource Units (DRUs), but implementation is fragmented and non-systemic. Key challenges include severe deficits in physical and digital infrastructure, limited academic staff training in inclusive pedagogies, pervasive attitudinal barriers, and a critical disconnect between IE initiatives and LLL objectives. Madewalabu University demonstrated marginally more coordinated outreach, while Arsi University showed stronger internal advocacy networks. The study concludes that the operationalization of IE for LLL is nascent, characterized by a compliance-oriented approach. It recommends a systemic overhaul encompassing: mandatory capacity building in Universal Design for Learning (UDL) for all staff, strategic investment in accessible ICT, the development of explicit policies linking IE and LLL, and fostering robust community-HEI partnerships to build inclusive lifelong learning ecosystems. This research contributes empirical evidence to the limited literature on IE in Ethiopian HE and provides actionable insights for policy and practice.