{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,29]],"date-time":"2026-10-29T07:07:06Z","timestamp":1793257626630,"version":"4.5.0"},"reference-count":67,"publisher":"AOSIS","issue":"0","license":[{"start":{"date-parts":[[2025,2,28]],"date-time":"2025-02-28T00:00:00Z","timestamp":1740700800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Background:\u00a0The growing reliance on digital learning in South Africa, partly because of the emergence of the coronavirus disease 2019 (COVID-19) and 4IR technologies, risks excluding students with disabilities (SwDs) if measures to adequately support them are not in place.\n\nObjectives:\u00a0The study aims to identify gaps in knowledge, policies, practices and resources, which could impede the full engagement of SwDs. This article utilises the conceptual framework for inclusive digital learning, which comprises three categories of concepts related to inclusive digital learning: (1) defining attributes, (2) antecedents (necessary conditions) and (3) consequences (results). The framework is applied to synthesise the literature, determine the framework\u2019s efficacy, feasibility, and suitability, and demonstrate its value and utility in the actual implementation of inclusive and high-quality higher education for SwDs in South Africa during this era of digital learning.\n\nMethod:\u00a0This study reviewed 22 articles (2020\u20132023) on disabilities, higher education, and digital learning identified through Google Scholar using Boolean operators.\n\nResults:\u00a0The study reveals significant gaps in South African higher education research on institutional policies related to digital access, capacity development, and disability inclusion in teaching and curriculum design.\n\nConclusion:\u00a0The challenges facing SwDs and the existing research gaps imply that most higher education institutions lack the theoretical knowledge, policies, resources, infrastructure and staff capacity to support SwDs.\n\nContribution:\u00a0This study exposes gaps in the literature and recommends further research on higher education policies and to establish the potential for policy reform to better support SwDs in the current era of digital learning.<\/jats:p>","DOI":"10.4102\/ajod.v14i0.1525","type":"journal-article","created":{"date-parts":[[2025,2,28]],"date-time":"2025-02-28T10:17:12Z","timestamp":1740737832000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":16,"title":["Equitable access to digital higher education for students with disabilities in South Africa"],"prefix":"10.4102","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1750-8252","authenticated-orcid":false,"given":"Johannes","family":"Zongozzi","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/048cwvf49","id-type":"ROR","asserted-by":"publisher"}],"name":"University of South Africa"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0998-7828","authenticated-orcid":false,"given":"Sindile","family":"Ngubane","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/048cwvf49","id-type":"ROR","asserted-by":"publisher"}],"name":"University of South Africa"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2025,2,28]]},"reference":[{"key":"ref0","unstructured":"African Union Commission, 2015, Agenda 2063: The Africa we want, viewed 11 July 2024, from 36204-doc-agenda2063_popular_version_en.pdf (au.int)."},{"key":"ref1","unstructured":"African Union, 2018, The protocol to the African Charter on human and peoples\u2019 rights on the rights of persons with disabilities in Africa, viewed 11 July 2024, from 36440-treaty-protocol_to_the_achpr_on_the_rights_of_persons_with_disabilities_in_africa_e.pdf (au.int)."},{"key":"ref2","unstructured":"Ally, M. & 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