doi: 10.18178/ijiet.2025.15.11.2433
Formation of Information Culture in Visually Impaired Adolescents through Innovative Technologies
Shynar Ussenbayeva1
,
Laura Butabayeva2,* ,
Aigerim Makhmetova3 ,
Aigerim Chulembayeva4 ,
Saule Bulabayeva5
- 1Department of Special Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 2Center for Inclusive Education, National Academy of Education named after Y. Altynsarin, Astana, Kazakhstan
- 3Department of Special Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 4Laboratory of Vocational Education for Children (Persons) with Disabilities, National Scientific and Practical Center for the Development of Special and Inclusive Education, Almaty, Kazakhstan
- 5Department of Special Pedagogy, Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan
- Manuscript receivedDecember 19, 2024
- revisedJanuary 8, 2025
- acceptedMay 27, 2025
- publishedNovember 10, 2025
Abstract
This study explores the role of innovative technologies in supporting the autonomous development of information culture among adolescents with visual impairments—a population that frequently encounters limited access to digital literacy resources. The aim of the research was to evaluate the extent to which such technologies, particularly those incorporating artificial intelligence, contribute to the development of information literacy, critical thinking, and learner autonomy within this group. A total of 116 adolescents with varying degrees of visual impairment were divided into two groups: experimental and control. The experimental group engaged with adaptive AI-based educational tools, while the control group followed conventional instructional methods. ANOVA was employed to assess differences between groups, revealing that the experimental group significantly outperformed the control group: mean scores in information literacy were 78.3 versus 59.2, critical thinking skills reached 74.5 compared to 55, and learner autonomy was rated at 4.2 out of 5 versus 3.1. These findings underscore the potential of innovative technologies to foster a more inclusive and effective learning environment for adolescents with visual impairments.
Keywords
- information literacy
- critical thinking
- artificial intelligence
- special education
- adaptive educational technologies
- inclusive learning
How to Cite
Shynar Ussenbayeva, Laura Butabayeva, Aigerim Makhmetova, Aigerim Chulembayeva, and Saule Bulabayeva, "Formation of Information Culture in Visually Impaired Adolescents through Innovative Technologies," International Journal of Information and Education Technology, vol. 15, no. 11, pp. 2376-2382, 2025. https://doi.org/10.18178/ijiet.2025.15.11.2433
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).