Welcoming Library Settings and Interaction Skills for Inclusive E-Learning among Students with Sight Loss in Public Higher Institutions, South-South Nigeria

Abstract

Accessible library environments are important for supporting inclusive e-learning among students with sight loss. This study examined the extent to which welcoming interior and exterior library settings support inclusive e-learning and interaction skill development in public higher education institutions in South-South Nigeria. A descriptive survey design was employed, using complete enumeration to include all 75 respondents: 21 students with sight loss and 54 library staff. Data were collected using the researcher-developed Welcoming Interior and Exterior Library Settings Questionnaire (WIELSQ). Experts assessed the instrument’s face and content validity, and internal consistency analysis yielded a Cronbach’s alpha coefficient of 0.79. Data were analysed using descriptive statistics. Respondents generally perceived the exterior surroundings and spacious library environments as welcoming. However, deficiencies were identified in seating arrangements, electrical facilities, internet access, assistive technology support, and staff capacity to facilitate inclusive e-learning. These findings suggest that physical, technological, and service limitations may hinder the development of interaction skills needed for meaningful engagement with electronic learning platforms. The study highlights physical and technological accessibility as priorities for strengthening inclusive e-learning and supporting interaction among students with sight loss. It recommends accessible infrastructure, reliable power supply, improved internet services, adequate assistive technologies, and sustained staff training. The findings provide contextual evidence to inform the planning and improvement of inclusive academic library services in public higher education institutions.

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