Enhancing Critical Thinking Skills for Visually-Impaired Students: Insights from Tanzanian University Tutors

Abstract

This study explores strategies for enhancing critical thinking skills among visually impaired university students, aiming to empower them with essential competencies for academic success and future employment. By fostering greater independence and confidence, the study contributes to more inclusive higher education practices. A qualitative research approach, guided by a phenomenography design, was employed. Using criterion purposive sampling, seven university tutors from a special education unit within the Department of Educational Psychology and Curriculum Studies were selected. Data were collected through a focus group discussion (FGD) and analysed using the Miles and Huberman model. The findings highlight key strategies to support critical thinking development, including the use of assistive technologies, multisensory learning approaches, individualized support, and adapted instructional methods. Creating accessible learning materials and offering opportunities for collaborative learning with sighted peers were also noted as effective. The study recommends that higher education institutions provide professional development workshops to equip tutors with inclusive teaching strategies. Additionally, diverse assessment methods—such as oral presentations and project-based tasks—should be employed to enable visually impaired students to demonstrate their critical thinking skills. The study further advocates for continuous research into best practices for supporting critical thinking among students with visual impairments.