Volume 3, 2025 – Issue 1
University Leaders’ Awareness of Inclusive Learning Environment through Technology Integration for Students with Disabilities: Jimma University in Focus
Habtamu Debasu Belay 
1 and Muluken Tesfaye Kabtyimer 2
Department of Special Needs and Inclusive Education, Arba Minch University, Ethiopia.
Corresponding author: debasuhabtamu@gmail.com
DOI: 10.5281/zenodo.14950129
Abstract
The main purpose of this study is to investigate university leaders’ knowledge and awareness of creating an inclusive learning environment through technological integration for SWDs at Jimma University. The study employed a mixed research design (QUAN → qual) with an explanatory sequential design. Comprehensive and purposive sampling techniques were used to select 71 study participants such as 33 department heads, 5 team leaders, 6 coordinators, 6 college deans, and 21 directors. The key findings revealed that there is a low level of understanding of leaders. The correlation result between leaders’ understanding and creating inclusive learning environment was (0.838**). This result suggested that there is a strong positive correlation. The p-value is <0.01, which means that it is statistically significant. Moreover, the result of multiple regression (p=.00) proved that the predictor and residence variable had a strong relationship. Furthermore, training, sharing experience, and collaboration with SWD services of accessibility are the strategies adopted to enhance leaders’ knowledge and awareness. Finally, it is recommended that all university leaders work in collaboration with disability support services to create an inclusive learning environment for SWDs by integrating technology.
Keywords: creating inclusive learning environment, leaders’ awareness, leaders’ knowledge, students with disabilities, technology integration, university leaders.
Published
2025/02/28
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Section
Research Papers
How to Cite (APA)
Belay, H. D., & Kabtyimer, M. T. (2025). University leaders’ awareness of inclusive learning environment through technology integration for students with disabilities: Jimma University in focus. The International Journal of Technology, Innovation, and Education, 3(1), 100-123. https://ijtie.com/v301/n45
Belay, H. D., & Kabtyimer, M. T. (2025). University leaders’ awareness of inclusive learning environment through technology integration for students with disabilities: Jimma University in focus. The International Journal of Technology, Innovation, and Education, 3(1), 100-123. https://ijtie.com/v301/n45
Boumahdi, A., et al. “Pedagogical Interactions and University E-Learning Systems: Case of Moodle and Google Classroom Platforms.” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, 2025, pp. 7-32.
A. Boumahdi, Z. Lamouara, and S. Azaoui, “Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7-32, 2025.
Boumahdi, A., Lamouara, Z. and Azaoui, S., 2025. ‘Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms’, The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7-32.
Boumahdi A, Lamouara Z, Azaoui S. Pedagogical interactions and university e-learning systems: case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education. 2025;3(1):7–32. doi:10.1003/zenodo.3434.
Boumahdi, A., Lamouara, Z., & Azaoui, S. (2025). Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education, 3(1), 7-32. https://ijtie.com/v301/n11
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About the authors
- Habtamu Debasu Belay, a dedicated university lecturer specializing in special needs and inclusive education. He holds a Master’s degree in Special Education and Inclusive Education and has a strong commitment to promoting equitable learning opportunities for all students, regardless of their abilities. Habtamu has conducted extensive research on inclusive teaching practices and has been involved in various initiatives aimed at improving educational access for children with disabilities in Ethiopia. His passion lies in training educators to create supportive and adaptive learning environments that cater to diverse student needs.
debasuhabtamu@gmail.com
↩︎ - Muluken Tesfaye Kabtyimer, a distinguished university lecturer and researcher in the field of special needs and inclusive education. He earned his Ph.D. in Special Education from a prestigious university in China, where he focused on innovative approaches to support learners with diverse needs. Muluken’s research interests include policy development, teacher training, and the implementation of inclusive practices in classrooms. He is dedicated to advocating for the rights of individuals with disabilities and works tirelessly to enhance the quality of education for all students.
muletesfa2020@gmail.com
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