Transforming WhatsApp into an inclusive learning communication platform for visually impaired students

Abstract

Accessible digital platforms are essential for supporting equitable learning, particularly for students with visual impairments. While WhatsApp is widely used in Indonesia, its role as a purposeful tool for inclusive distance learning remains underexplored. This study examines how WhatsApp facilitates accessible and structured learning for visually impaired high school students. Using a qualitative descriptive approach, data were collected from six visually impaired students and two teachers through in-depth interviews, observations, and document analysis. Thematic coding was applied to identify accessibility practices, learning strategies, and pedagogical adaptations. The findings show that WhatsApp served as the primary learning platform due to its compatibility with screen readers, voice note features, and asynchronous communication. Students employed self-regulation strategies, such as organizing academic group chats and managing notifications, while teachers adjusted instructional methods through simplified content formats, audio-based guidance, and structured task sequencing. These practices fostered higher engagement, improved autonomy, and enhanced academic performance. WhatsApp demonstrated transformative potential as an inclusive learning tool in resource-constrained settings. Beyond its communication function, it enabled accessible, flexible, and personalized learning experiences, offering valuable insights for designing equitable digital education strategies for students with disabilities.

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