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This study examines acceptance, perceptions, and obstacles to educational technology among young Ethiopian students with physical disabilities using an explanatory sequential mixed-methods design. Quantitative results from 87 students and interviews with 12 show strong acceptance and perceived usefulness, while infrastructure gaps, high costs, limited support, and weak teacher training constrain adoption. 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W., Gerencheal, B., & Berihu, S. (2025) . Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools. Contemporary Educational Technology, 17(4), ep605.  \n[https://doi.org/10.30935/cedtech/17452](https://doi.org/10.30935/cedtech/17452)  \nARTICLE INFO ABSTRACT  \n\n| Received: 30 Nov 2024\u003Cbr>Accepted: 10 Oct 2025\u003Cbr>INTRODUCTION | Digital inclusion is crucial for providing equitable educational opportunities for students with disabilities. However, significant barriers remain prevalent in low-resource contexts. This study is a beacon of understanding, examining the acceptance, perceptions, and obstacles related to educational technology engagement among young Ethiopian students with physical disabilities. Utilizing an explanatory sequential mixed-methods design, quantitative data were collected from 87 students, followed by in-depth interviews with 12 participants to gain deeper insights into their experiences. The results indicated a strong acceptance and perceived usefulness of digital tools for promoting independent learning and productivity. Nevertheless, students encountered substantial challenges, including a lack of digital readiness support, inadequate infrastructure, high costs, and insufficient teacher training. Structural equation modeling analysis revealed that digital readiness support, acceptance, and trust were significant predictors of students’ willingness to adopt digital technologies. Qualitative findings further illuminated socio-cultural barriers, such as stigma and social exclusion, which hinder effective digital engagement. Utilizing the technology acceptance model in conjunction with the digital divide theory, the findings of this study provide significant insights into the challenges of digital access in Ethiopian educational institutions. The proposed inclusive framework seeks to address critical infrastructural and cultural barriers, thereby promoting equity for students with disabilities. This research underscores the importance of developing and implementing strategies that enhance digital accessibility and inclusion within the educational landscape.\u003Cbr>Keywords: digital inclusion, students with disabilities, technology acceptance model, digital divide theory, inclusive education |\n| --- | --- |\n\nDigital inclusion has emerged as a crucial element of modern education, providing unprecedented opportunities for learning and engagement for all students (Welesilassie & Gerencheal, 2024, 2025). For young learners with disabilities, access to digital technologies is not just a tool but a lifeline. These technologies playa vital role in overcoming traditional educational barriers, enhancing their learning experiences, and promoting independence. In Ethiopia, where educational disparities are often exacerbated by socioeconomic, geographic, and infrastructural challenges, ensuring digital inclusion for students with disabilities is a pressing necessity and a multifaceted concern (Dabi & Golga, 2023) .  \nEthiopia’s digital education policy, as outlined in key frameworks including the education and training roadmap-2030, the general education quality improvement program (GEQIP), and the education sector development program VI (ESDP-6), is aligned with the research agenda focused on “Bridging the dig","cbCaiskng0WhnD1G","https://ap.wps.com/l/cbCaiskng0WhnD1G","pdf",372055,23,"English","# Abstract\n## Introduction\n## Digital education policies and alignment\n## Implementation gaps in Ethiopian high schools\n## Barriers faced by students with disabilities","[{\"question\":\"What research design was used to study educational technology adoption in Ethiopian schools?\",\"answer\":\"An explanatory sequential mixed-methods design was used, with quantitative data from 87 students followed by in-depth interviews with 12 participants.\"},{\"question\":\"Which factors significantly predicted students’ willingness to adopt digital technologies?\",\"answer\":\"Structural equation modeling showed that digital readiness support, acceptance, and trust were significant predictors of students’ willingness to adopt digital technologies.\"},{\"question\":\"What challenges did students with disabilities report when using digital tools?\",\"answer\":\"Students faced barriers such as insufficient digital readiness support, inadequate infrastructure, high costs, and insufficient teacher training, along with socio-cultural obstacles like stigma and social exclusion.\"}]","Bridging the digital divide: Promoting inclusive education for students with disabilities in Ethiopian schools | PDF",1792090834,58]