The pursuit of disabled students’ inclusion in higher education remains a significant global concern, particularly in developing nations where systemic and institutional barriers persist. Despite progressive legislative and policy frameworks promoting inclusive education, Kenyan and Pakistani universities continue to encounter structural, financial, and attitudinal challenges that hinder equal participation in learning and research for disabled students. This study aims to identify, analyze, and prioritize the complementary support strategies necessary for disabled students’ inclusion in learning and research opportunities in both Kenyan and Pakistani higher education institutions. Employing a quantitative research design, data were gathered through structured questionnaires distributed among disabled students in institutions of higher learning. The data were analyzed using the fuzzy synthetic evaluation (FSE) approach, which integrates fuzzy logic with descriptive statistics to objectively determine the weight, level of agreement, and internal consistency of the identified support strategies. Among the six support strategies, Physical Facility Support emerged as the most crucial in Pakistan, followed by Attitudinal and Community Support. On the other hand, the Kenyan group indicated Policies and Advocacy as the most essential support strategy for disabled students’ inclusion in higher education. The findings underscore that the two countries differ in how they prioritize support strategies for the inclusion of students with disabilities. This study contributes theoretically by advancing the application of the FSE model within inclusion research, offering a rigorous, data-driven framework for understanding multidimensional support strategies for disabled students.
Rana et al. (Fri,) studied this question.
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