Disability in Lebanese higher education: unveiling students’ experiences

Introduction The number of students with disabilities in higher education institutions is steadily rising worldwide. Meaningful inclusion requires understanding their lived experiences to identify both barriers and facilitators. In Lebanon, where an estimated 10–15% of the population has disabilities, research on inclusive practices in higher education remains limited. Methods This study employed a qualitative multiple case study design to explore the experiences of five university students with intellectual disabilities enrolled in different Lebanese HEIs. Data was collected through semi-structured interviews and analyzed thematically to capture individual narratives, challenges, and enablers of inclusion. Results Findings revealed persistent barriers related to accessibility, communication, and inconsistent institutional support. Despite these challenges, participants highlighted the positive role of faculty, staff, and peers in fostering a sense of belonging and facilitating academic and social inclusion. Discussion The results underscore the need for systemic reforms to strengthen accessibility, enhance institutional support, and promote disability-sensitive practices in Lebanese HEIs. The study contributes to addressing a critical research gap and provides evidence to inform policy recommendations, guide interventions, and support future longitudinal research aimed at building inclusive learning environments in Lebanon.