Enhancing Computer Literacy Skills Acquisition Involving Learners with Visual Impairment: A Descriptive Case Study of Selected Secondary Schools in Kawambwa in Zambia

Digital transformation in Zambia's education sector is a national priority aimed at enhancing the quality, accessibility, and efficiency of educational services. The focus includes equipping Learners with Visual Impairment (LwVI) with essential computer literacy skills, in alignment with the 2023 Competence-based Curriculum Framework. The study utilized a descriptive case study approach, gathering qualitative data from a sample of fifteen participants—twelve LwVI students and three teachers—selected through expert and homogenous sampling techniques.  Data collection involved in-depth interviews and observation checklists, analyzed thematically. The findings revealed several factors that enhanced the acquisition of computer literacy skills among LwVI, including the availability of adequate assistive technologies, digital devices, adapted teaching methods, inclusive teacher and peer support, and well-equipped digital infrastructure. However, challenges persist, such as inadequacies in assistive technologies, limited access to digital devices, and insufficient teacher training in Information Communication Technologies (ICT).  The study concludes that while measures to improve computer skills for LwVI have been implemented, they face various challenges that hinder maximum skill acquisition. Recommendations include prioritizing the provision, maintenance, and upgrading of assistive technologies and digital devices, training teachers in computer literacy education, and fostering peer support and hands-on practice to enhance digital skill acquisition for LwVI within the Zambian Secondary School system.