Contemporary Dialogue

Abstract

This mixed-methods study examined the use of GenAI-based assistive learning systems among 56 undergraduate students with physical disabilities at Bahir Dar University, Ethiopia, focusing on usage patterns, perceived opportunities, and associated challenges. Quantitative data collected through a survey questionnaire was analyzed using descriptive statistics, while qualitative data from semi-structured interviews with seven students was thematically analyzed to triangulate the data obtained from the questionnaire. The findings reveal that students frequently use GenAI tools in a structured and performance-oriented manner, predominantly for academic tasks such as assignment completion and content comprehension. Both the quantitative and qualitative results consistently highlight substantial perceived benefits, particularly in enhancing academic performance, improving access to learning resources, and fostering learner autonomy. However, moderate challenges persist, including technical difficulties, limited access to digital devices, and unstable internet connectivity, which constrain effective and sustained use of AI-based learning system. The study concludes that GenAI-based assistive learning systems are highly valued for promoting academic engagement, accessibility, and learner autonomy, although their impact is moderated by infrastructural and institutional constraints. Accordingly, the study offers pedagogical, policy, and research implications to support the sustainable integration of GenAI technologies in inclusive higher education contexts.