An Interpretative Phenomenological Analysis of Career Decision-Making Experiences of Students With Vision Impairment in Higher Education

Abstract

This study explores the career decision-making experiences of students with vision impairment in higher education, employing Interpretative Phenomenological Analysis (IPA) to gain an in-depth understanding of their personal and social meaning-making processes. Semi-structured interviews were conducted with nine students from diverse academic fields to explore how they interpret their career choices and aspirations, and the factors shaping these experiences. Through the interpretative analysis, four interrelated themes were identified: (1) vision impairment was experienced as an unavoidable factor influencing career perspectives; (2) personal values and interests emerged as central motivators; (3) societal attitudes were perceived as barriers diminishing confidence and opportunities; and (4) resilience was described as being fostered through maintaining hope and adopting practical approaches to guide their career decisions. The study contributes to understanding career development among individuals with vision impairment and emphasizes the need to address both individual and systemic factors to promote inclusive career guidance.