The integration of technology within higher education plays a critical role in enhancing accessibility and inclusion for students with disabilities. However, there is a scarcity of research examining this impact in low and middle income countries. This study investigates the experiences of 16 students with disabilities utilizing educational technologies at universities in Eswatini. Employing a qualitative multiple case study design, focus group discussions were conducted and analyzed thematically. The findings highlight the positive influence of technology in promoting equity; nevertheless, challenges such as inadequate infrastructure, insufficient training, and socioeconomic obstacles were identified. While digital tools have the potential to enhance accessibility systemic improvements are needed. The study recommends enhancing infrastructure, providing comprehensive training, and expanding support services. These findings inform policies to foster inclusive education in Eswatini and similar contexts.

Keywords: Accessibility, accommodations, inclusion, assistive technology, support services.