The Role of Collaborative Learning in Promoting Access to Science Education for Learners with Disabilities
Lusani Randima ORCID ↗ · Phoke Alpha Rakgwata ORCID ↗
International Journal of Business Ecosystem & Strategy · 2026 · Vol. 8 / Issue 4 · 539-550
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Observed 21 Oct 2026, 00:14 UTC
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Abstract
This research investigates the ways in which collaborative learning enhances access to scientific education for students with impairments. Science classrooms can often be daunting, characterised by complex concepts, technical terminology, and traditional teaching methods, which may not accommodate various learning requirements. This research expands upon Vygotsky's social constructivist framework, particularly the concept of the Zone of Proximal Development (ZPD), and advances collaborative learning as a method of jointly generating knowledge among students via peer engagement and guidance from mentors. The study emphasises the importance of equity, involvement, and the removal of structural obstacles, in alignment with the principles of inclusive education philosophy. Conversely, the social interdependence hypothesis emphasises the significance of constructive group dynamics that enhance motivation and responsibility. The research investigates peer support, collaborative problem-solving, and group dynamics as methods for enhancing engagement, comprehension, and self-assurance among learners with disabilities, based on an extensive literature analysis. The research indicates that collaborative learning can improve cognitive growth as well as promote social inclusion, equity, and empowerment in science education. The research ultimately provides educators with recommendations for the effective use of collaborative learning frameworks to enhance the openness, interactivity, and inclusivity of science classes for all students. Ethical evaluation and approval were exempted for this study by the Institutional evaluation Board as it does not include vulnerable populations or sensitive topics.
Keywords: {'name': 'Collaborative learning, Science education, Special needs, Inclusive education, social constructivism'}
Authors & affiliations
Lusani Randima
University of Venda
Phoke Alpha Rakgwata
University of Venda
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