Abstract

Students with visual impairments in higher education face unique challenges while pursuing their academic goals. This phenomenological study explored the lived experiences of College of Education students with blindness in Bacolod City. Three participants were identified through purposive sampling based on specific inclusion criteria. The findings revealed that, in essence, their experiences in higher education were shaped by a complex interplay of four major themes: motivation, challenges, coping strategies, and resilience. Motivation reflected the influence of friends, family support, personal goals and aspirations, and past experiences. Challenges encompassed academic challenges, social barriers, and physical and environmental accessibility. Coping strategies involved the use of assistive technology, support from friends and family, and personal stress-relief activities. Resilience manifested through perseverance through difficulties, pride and achievement, learning from life experiences, and emotional strength, highlighting their persistence, adaptability, and determination to succeed academically. These experiences highlight a profound journey of self-discovery, intellectual engagement, and personal growth, emphasizing the capacity of students with blindness to navigate higher education successfully. The study offers valuable insights for educators, policymakers, and curriculum designers, informing efforts to create more inclusive, accessible, and supportive learning environments for students with visual impairments.