Page No , 423-428
H. Lalrinhlui and S. Parween
Ramakrishna Mission Vivekananda Educational and Research Institute, Coimbatore
Nowadays, being literate also entails knowing how to utilize tools and technology
correctly. To employ assistive technology, including software that converts voice to
text and screen readers, persons with visual impairment (VI) must be technologically
savvy to be admitted to school, find work, and participate in other social activities. The
conviction in one’s ability to complete tasks is called self-efficacy and is linked to
several aspects of scholastic success, perseverance, and problem-solving. The study’s
primary goal was to analyze how participants’ self-efficacy was affected by a digital
literacy training program for students with VI. Thirty students, ages twenty to thirty,
participated in the experiment. Fifteen participants in the control group (CG) received
no training, whereas fifteen participants in the experimental group (EG) had twenty-four
weeks of digital literacy training. A validated Self-Efficacy Scale was used in the
intervention to assess self-efficacy before and after the session. Participants who
received the intervention reported higher levels of self-efficacy, whereas the control
group showed no change. To improve independence and academic abilities, the study
completely supported the necessity for digital literacy in education for those with visual
impairment and validated the training’s worth in terms of its capacity to foster selfefficacy.