Research Publications

Now showing 1 - 3 of 3

Embargo
Accessibility and usability of virtual learning platforms: Lived experiences of visually impaired undergraduates in Sri Lanka
(Elsevier Ltd, 2026-03-12) Rajapakshe, W; Wickramaarachchi, C; Alwis, M.K. S.S; Amarasinghe, A.A. M.L; Jayasekara, P.N; Jayasekara, P.T
This study explores the accessibility and usability of virtual learning platforms of visually impaired undergraduate students in Sri Lanka, focusing on their lived experiences, use of assistive technologies, and institutional support mechanisms. As online learning becomes increasingly prevalent, accessibility and inclusive challenges persist, particularly in developing countries with limited infrastructure and institutional support. Despite the availability of assistive technologies, visually impaired learners frequently encounter barriers, including poorly designed platforms, limited usability of screen readers, and inadequate institutional guidance. Addressing a critical research gap, this study investigates how visually impaired undergraduates experience and navigates virtual learning environments to identify accessibility barriers, enabling practices, and context-specific strategies for inclusive digital learning. Using a qualitative approach, semi-structured interviews were conducted with fifteen visually impaired university students across Sri Lanka. Thematic analysis revealed five core themes: barriers and challenges to effective virtual learning, preferred virtual platforms, accessibility features and tools, facilitators of learning success, and strategies to optimise the learning environment. These findings illuminate how systemic inequalities, infrastructural limitations, and institutional neglect collectively constrain the digital learning experience for visually impaired students, while also highlighting enabling practices that foster access and inclusion. The study's originality lies in foregrounding student-led insights in a developing country context and integrating practical, context-specific recommendations for platform developers, educators, and policymakers. By centering the voices of visually impaired learners, this research contributes unique and actionable knowledge to the field of inclusive digital education.
Embargo
Crisis and credit: tackling corporate NPLs in Sri Lanka
(Emerald Publishing, 2025-09-09) Weerasekara, K.C; Saliya, C.A; Lakmal, K.T.P; Medagedara, R.M
Purpose Explores strategies that private licensed commercial banks formulate to manage Non-performing Loans (NPLs) for struggling corporate borrowers under challenging economic conditions in Sri Lanka. This study critically evaluates traditional NPL management approaches and their obstacles, suggesting a unique framework to manage NPLs. Design/methodology/approach Study sampled five severely affected private licensed commercial banks listed on the Colombo Stock Exchange (CSE). Data is collected through semi-structured interviews, analyzed using Thematic Analysis and Grounded Theory techniques. The 20-in-depth interviews with bank professionals in corporate credit management form a theory. Findings Final theory emphasizes successful NPL resolving strategy entails the adaptive implementation of a systematic approach underpinned by strategic vigilance of banks, ensuring resilience and responsiveness to dynamic financial landscapes. Originality/value Study presents a unique holistic modern approach to managing NPLs challenging traditional reliance on the 5Cs framework. Study lightens paradoxes exist in literature with viable approaches in managing NPLs. The methodology and unique qualitative data analysis approach broadly theorized and descriptively provide a significant guide to what any strategy commercial banks implement in resolving NPLs for corporate borrowers under a challenging economy should look like.
Open Access
Professional Identi ti es of English as a Second Language (ESL) Teachers in State and Non-State Higher Educati on Insti tutes: A Comparati ve Analysis
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Ekanayake, E.M.P.E.; Dissanayake, D.M.M.S.
S ince teacher professional identi ty off ers valuable insights into teaching as it is practi ced in actual classroom contexts, research on this topic has been gathering more and more att enti on over the years. However, despite its signifi cance, there have been very few studies on teacher professional identi ti es of ESL teachers from state and non-state higher educati on insti tutes. Thus, this study aims to identi fy identi ti es that consti tute the professional identi ty of ESL teachers and to compare the similariti es and diff erences of the professional identi ty of ESL teachers in the Sri Lankan higher educati on sector. In terms of the research design, the study adopted a qualitati ve approach. As such, data was collected through semi-structured interviews with six ESL teachers from state and non-state universiti es, and the data was then analyzed using the method of themati c analysis. According to data, the study found three identi ti es that are common to both state and non-state university teachers: the moti vator, the friendly teacher, and the advocate of communicati ve language teaching. Moreover, the study also found teacher identi ti es that are unique to state and nonstate university ESL teachers. The identi ti es that are unique to state university teachers are promotor of value-based pedagogy, advocate of criti cal pedagogy, and ESL teacher at a state university. The facilitator, knowledge seeker, and conti nuous learner were found to be unique identi ti es of non-state university teachers. While providing insight into ESL teacher identi ty formati on and its contributory factors in the higher educati on landscape, this study recommends further research to validate and expand upon these fi ndings across diff erent contexts and larger parti cipant groups.

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