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All Journal Cakrawala Pendidikan English Language Teaching Educational Journal
Alsamiri, Yasir A.
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Arts Education Languange, Linguistic, Communication & Media

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Academic challenges of visually impaired students at Hail University Alsamiri, Yasir A.; Alduaylij, Abdulrahman bin Ali bin Abdullah
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.77706

Abstract

This study investigated the academic experiences of visually impaired students at Hail University, addressing a critical gap in understanding accessibility challenges in Saudi higher education. The research aimed to identify barriers in three key areas: learning material accessibility, exam accommodation effectiveness, and faculty awareness of student needs. Using a qualitative phenomenological approach, semi-structured interviews were conducted with five visually impaired students selected through purposive sampling. Data were collected through in-depth interviews and validated using member checking and peer debriefing techniques. Thematic analysis revealed several significant barriers: (1) inconsistent accessibility of digital course materials, with 80% of students reporting difficulties with PDF documents and presentation slides; (2) limitations in exam accommodations, particularly insufficient time allowances and inadequate screen reader compatibility; and (3) varying levels of faculty awareness, with only 20% of instructors proactively addressing accessibility needs. The study's novelty lies in its comprehensive examination of the intersection between digital accessibility, academic accommodations, and faculty preparedness in a Middle Eastern university context, providing insights previously unexplored in Saudi Arabian higher education. The findings contribute to developing evidence-based recommendations for improving institutional support systems and faculty training programs, ultimately enhancing educational experiences for visually impaired students in similar institutional contexts.
Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno; Hidayati, Sari; Fitrianingsih, Ihtiara; Widiyati , Dewi Nur; Azhra , Shabrina Yumna; Jinabe , Megan; Wulandari , Fitriya Dessi; Dyastuti, Herwin; Karima , Kauna; Tama , Adivta Yudha; Jannah , Nita Maghfiratul; Gharamah, Fadhl Mohammed Awadh; Alsamiri, Yasir A.
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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Abstract

The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice.
Co-Authors Alduaylij, Abdulrahman bin Ali bin Abdullah Azhra , Shabrina Yumna Dyastuti, Herwin Fitriya Dessi Wulandari Gharamah, Fadhl Mohammed Awadh Hidayati, Sari Ihtiara Fitrianingsih Jannah , Nita Maghfiratul Jinabe , Megan Karima , Kauna Sukarno Tama , Adivta Yudha Widiyati , Dewi Nur