The role of social media and artificial intelligence tools in engaging hearingimpaired students in vocational education: A Zimbabwean case study

Abstract

The rapid advancement of social media and artificial intelligence (AI) has significantly influenced the participation of hearing-impaired (HI) students in vocational education in Zimbabwe. This study explored the ways in which social media platforms and AI-powered tools affect these students’ access to vocational eduacation opportunities and also their social, emotional and economic well-being. The study aimed to answer the following two research questions: How do social media and AI tools facilitate vocational education for HI students in Zimbabwe? What are the opportunities and challenges associated with the use of social media and AI tools in vocational education for these students? The research focused on Hunhu Vocational School in Harare. Data were collected through a case study approach involving 12 purposively selected HI students, using semi-structured interviews, and in-depth interviews with three teachers and one key informant. Thematic analysis was employed to identify patterns and emerging themes in the data. The findings indicate that, in the Zimbabwean context, social media and AI tools hold emancipatory potential for HI vocational students by expanding educational access and opportunities to include them. However, the study also highlights the persistent structural, institutional and personal barriers that hinder the effective use of these technologies in vocational education.