Contemporary Dialogue

Abstract

This mixed-methods study examined the use of GenAI-based assistive learning systems among 56 undergraduate students with visual impairments at Bahir Dar University, Ethiopia, with a focus on usage patterns, perceived opportunities, and associated challenges. Quantitative data were collected through a survey questionnaire and analyzed using descriptive statistics, while qualitative data from semi-structured interviews with seven students were analyzed thematically to triangulate the findings obtained from the questionnaire. The findings indicate that students frequently use GenAI tools in a structured and goal-oriented manner, primarily for academic activities such as completing assignments and understanding course content. Both the quantitative and qualitative findings consistently demonstrate substantial perceived benefits, particularly in improving academic performance, increasing access to learning resources, and promoting learner autonomy. However, moderate challenges persist, including technical difficulties, limited access to digital devices, and unstable internet connectivity, which restrict the effective and sustained use of AI-based learning systems. The study concludes that GenAI-based assistive learning systems are highly valued for enhancing academic engagement, accessibility, and learner autonomy, although their impact is influenced by infrastructural and institutional constraints. Accordingly, the study presents pedagogical, policy, and research implications to support the sustainable integration of GenAI technologies in inclusive higher education settings.