Contextual Scaffolding and Self-Efficacy: Supporting Computer Skill Development among Blind Learners in India

Inclusive computer literacy education efforts, broadening the participation of blind or visually impaired (BVI) individuals, have gained traction in recent years. Existing literature investigating these efforts primarily draws evidence from affluent Global North contexts, where accessibility resources and legal frameworks are relatively more mature. Little is known about the in-situ teaching and learning challenges faced by trainers and BVI students, respectively, in resource-constrained, multicultural Global South countries like India. To address this knowledge gap, we conducted a four-month contextual inquiry at two computer training centers catering to 94 BVI students in India. We notably observed a rigid, experience-driven training environment and a visually-centric curriculum that discounts the lived experiences of BVI learners and inadvertently undermines their learning self-efficacy. Informed by the findings, we discuss moving beyond functional accessibility-centered teaching toward a more culturally responsive computing pedagogy, facilitated by locally adaptable contextual scaffolds tailored for BVI students in developing societies like India.