People with visual impairments often navigate a complex landscape of societal barriers and marginalization, impacting their well-being and participation in various life domains. This qualitative study, employing semi-structured interviews with 16 visually impaired people, explored the multifaceted factors that contribute to their resilience and ability to lead fulfilling lives. The findings highlight the interplay of three key elements, namely, education, technology, and social connections. Participants identified education as a transformative tool for overcoming challenges and pursuing personal and professional goals and technology as a crucial enabler of independence, access to information, and communication. Strong social connections, particularly with family and friends, provide vital emotional support, motivation, and a sense of belonging, fostering resilience and promoting mental well-being. The study also underscores the importance of accessibility, inclusivity, and acceptance in maximizing the impact of these factors. Participants emphasized the need for accessible educational resources, inclusive environments, and affordable and accessible technological solutions. In addition, fostering sensitivity and understanding within social institutions and communities has emerged as crucial for promoting genuine acceptance and dismantling discriminatory practices. This research contributes to the understanding of resilience and well-being among individuals with visual impairments by highlighting the interconnectedness of individual agency, supportive environments, and societal attitudes. By advocating for inclusive education, accessible technology, and a culture of acceptance, they can be empowered to build meaningful lives and contribute fully to society.

This study introduces a framework that integrates AI-driven Game-Based Language Teaching (GBLT) with advanced neuroscience to transform language education for visually impaired learners. Built on the principles of neuroplasticity and epigenetics, the approach leverages educational psychology with the help of adaptive AI to deliver personalized, gamified learning experiences that reshape neural pathways, improve memory retention, and strengthen emotional resilience. By fostering low-stress, immersive environments, it triggers positive epigenetic changes, enhancing long-term cognitive flexibility. This method article presents an interdisciplinary inclusive scientific framework that unites gamification, technology, epigenetics, and neuroscience, empowering learners and promoting sustainable well-being, while laying the groundwork for intergenerational academic and personal growth.•To propose a teaching methodology that aims to bridge gaps in traditional and game based language teaching by integrating neuroscience and epigenetics, creating an inclusive framework tailored to meet the unique needs of visually impaired learners.•The method emphasizes creating stress-free, rewarding educational environments that induce neural and epigenetic changes. These changes optimize gene expression to improve retention, emotional resilience, and cognitive flexibility, ensuring both immediate academic success and lifelong developmental benefits for diverse learners.•This framework promotes cognitive, emotional, social and biological development alongside language acquisition giving a holistic mode of growth.

The research article examines the intersectionality of perceived disability in Greta Gerwig’s 2023 film about Barbie. The film is based on Mattel’s Barbie doll and tells the story of a Stereotypical Barbie who goes on a journey of self-discovery. The article uses a qualitative approach that analyzes the film’s portrayal of cellulite, flatfoot, pregnancy, and other body images. The article argues that the film challenges stereotypes about disability by emphasizing the importance of self-acceptance. It also goes beyond individual impairments by examining the social model of disability, which argues that disability is not simply a matter of individual impairment but is also shaped by social and environmental factors. The article also argues that the film is a cautionary narrative in a dystopian setting. It reminds us of the dangers of valuing perfection over authenticity. The film is seen as a thought-provoking catalyst for discussions on inclusivity and its potential to address social disparities based on body image. The article concludes by arguing that the movie Barbie has the potential to challenge stereotypes about disability and promote a more inclusive society. The research also adds to the ongoing conversation about the media’s role in shaping our perspectives and promoting positive change.

Inclusive education strives to create a supportive learning environment for diverse students, including those with visual impairments. This research employs McCroskey’s Willingness to Communicate (WTCS) scale to examine the anxiety levels and communication tendencies of students with visual impairment in inclusive educational settings. The objective of this study is to conduct a comparative analysis of anxiety of students with visual impairments while communicating in resource rooms and standard classrooms. Utilizing a quantitative research approach, data are gathered from sixteen students with visual impairments in an inclusive school through two sets of questionnaires. A T-test is conducted to provide a descriptive analysis of the differences they face in those settings and identify areas where students may face challenges in communication. The findings of the study provide valuable insights into the aspects of anxiety and communication behaviors exhibited by students with visual impairments in integrated educational environments that help promote inclusivity, acceptance, and understanding.