VR/AR for Inclusive Education in Ethiopian UAS: Opportunities and Challenges
Envision a hearing-impaired student at Arba Minch University following a virtual lecture with AR-generated captions, or a visually impaired peer at Jimma University exploring a 3D model of a bridge through haptic feedback. VR and AR are redefining inclusivity in Ethiopian UAS, tailoring education to diverse needs.
In early 2024, the Ministry of Education spotlighted Jimma University’s AR pilot in The Reporter Ethiopia. The program uses AR glasses to overlay audio descriptions and tactile cues onto lab equipment, enabling students with visual impairments to engage in practical sessions. “I can finally work independently,” said Kalkidan Abebe, a third-year chemistry student. Meanwhile, Hawassa University is testing VR apps with real-time sign language avatars for deaf students, a development praised at the 2024 Inclusive Education Forum in Addis Ababa.
This reflects broader policy shifts. The Ministry’s 2024 Inclusive Education Strategy, launched in March, allocates funds for tech-driven accessibility, as per Ethiopian News Agency. Yet, creating adaptive VR/AR content requires specialized skills and investment—areas where Ethiopia is still catching up. Despite these obstacles, the potential to make UAS classrooms truly inclusive is immense.
MaDE-for-UASs: Driving the Change
The MaDE-for-UASs project supports this vision by training lecturers to design VR/AR lessons for diverse learners and equipping MaDE Centers with inclusive tech tools. By fostering collaboration with disability advocates, the project ensures UAS education empowers every student, regardless of ability.
Made4UAS
By leveraging VR and AR, Ethiopian UAS are crafting an inclusive educational landscape where every student has a chance to succeed. This technology is turning challenges into opportunities for growth and equality.