Introduction: This study aimed to understand the implications of e-learning on inclusive education for learners with disabilities in higher education institutions in Zimbabwe.
Methods: Qualitative methodologies were used to yield a valuable understanding of diverse social occurrences. Purposive sampling and Snowball sampling were used to gather data. At the 10th interviewee, data was saturated, and thematic coding was used for data analysis.
Results: Results show that Microsoft Teams, Google Classrooms, Zoom, and YouTube were found to be significant e-learning platforms used by higher education institutions. Expensive data, lack of e-learning devices, lack of social interaction, network challenges, and load shedding were found to be challenges associated with e-learning. Reduced mobility, time, space, videos, voice-to-text, and cost-effectiveness were benefits related to e-learning for students with disabilities.
Discussion: There is a need to adopt inclusive e-learning tools for learners living with disabilities and for higher education institutions to provide e-learning resources to these learners.
Limitations: The study focused on universities in Zimbabwe and excluded colleges.
Conclusions: Learners living with disabilities should be provided with resources for e-learning for inclusive learning to be effective.
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