Effectiveness of a Cloud Learning Management System in Developing the Digital Transformation Skills of Blind Graduate Students

Abstract

Digital transformation has become a critical aspect of modern education, necessitating the development of digital skills among all students, including those with disabilities. Among these, blind students face unique challenges in acquiring the digital competencies needed for academic success and professional integration. This study aimed to enhance the digital transformation skills of blind postgraduate students by evaluating the effectiveness of a cloud-based learning management system, Moodle Cloud. Using a mixed methods approach, we combined descriptive and quasi-experimental designs to assess the impact of the intervention. The sample included 20 blind graduate students from Beni Suef University, equally divided into experimental and control groups. Pre- and post-assessments measured participants’ digital transformation skills through achievement tests and performance evaluations. The findings indicated significant improvements in the experimental group, with higher scores in both the achievement tests and performance assessments compared to the control group. The results suggest that the cloud-based learning management system played a vital role in enhancing digital skills, and no significant differences were found between remote and in-person applications of the intervention. The study emphasizes the importance of incorporating modern digital technologies into the education of blind students, aligning with Egypt’s Vision 2030 plan and ongoing educational reforms.

1. Introduction

Blind postgraduate students are a vital part of the academic community, and their education and training require a deep understanding and special support to meet their challenges [1,2]. Despite their visual impairment, many students have demonstrated their ability to enroll in undergraduate and postgraduate programs at Egyptian universities. They have achieved outstanding successes by overcoming difficulties and demonstrating their academic excellence in multiple fields [3]. According to the Rights of Persons with Disabilities Act 2018, blind students’ rights to higher education have been promoted without discrimination. The Act stipulates that educational environments must be created to meet their specific needs, including the use of assistive technology, such as screen readers and electronic Braille devices, as well as the provision of textbooks in accessible formats. The implementation of these requirements aims to provide equal educational opportunities, enabling blind students to successfully achieve their academic and professional goals [4]. In this context, digital transformation in educational institutions enhances the ability of blind students to interact effectively with their academic community and participate in scientific life in innovative ways [5]. Technology seeks to fully empower these students in the field of postgraduate studies, in line with Egypt’s Vision 2030 plan to achieve sustainable development and promote equality in education [6,7]. This digital transformation not only contributes to improving the educational experience of blind students, but also enhances their contributions to the academic community and reflects Egypt’s commitment to integrating all members of society into development and progress [8].

The rapid development of education technology has led to many technological innovations that have become necessary in the educational process, including digital transformation, which has brought about a qualitative shift in education [9,10]. Digital transformation depends on creating interactive learning environments through learning management systems, e-platforms, university forums, and academic groups, allowing greater interaction between students and teachers [11]. Digital transformation supports Egypt’s Vision 2030 plan by improving the quality of higher education and achieving sustainable development [12]. This transformation requires the comprehensive technological empowerment of teachers and students, as well as providing the necessary infrastructure and technical support to achieve an integrated digital learning environment [13].

Cloud learning management systems play an important role in providing new e-learning opportunities, combining the features of traditional learning management systems with those of cloud services [14]. Cloud learning management systems provide integrated learning services through cloud computing, providing easy access and interaction between teachers and learners [15]. Many studies have emphasized the effectiveness of using cloud computing applications to develop students’ cognitive and practical skills, and have shown multiple advantages such as reducing costs, streamlining learning processes, and improving educational resource management [14,16,17]. The shift to cloud learning management systems not only enhances the quality of education, but also addresses challenges such as scalability and high availability, making them an effective tool for educational institutions globally [14]. These systems contribute to promoting e-learning and achieving sustainable development goals, in line with Egypt’s Vision 2030 plan [18].

This highlights the importance of cloud learning management systems for blind graduate students, providing flexible and interactive learning environments beyond space, time, and disability constraints. These systems allow them to access educational resources and interact effectively with their colleagues and teachers. They also strengthen their academic independence and support the achievement of sustainable development goals, making them an essential tool in their education.

1.1. Problem Statement

• Egypt Vision 2030 highlights the need to enable students with special needs to employ modern digital technologies in the educational situation in light of the digital transformation through the development of appropriate plans and strategies in educational institutions.
• Field observation: The researchers noted that many blind graduate students possess skills in using modern technologies, such as computers and smartphones, in their daily lives—including for communication, education, entertainment, and social networks—but suffer from the inadequate exploitation of these technologies. They also face difficulties in using them effectively in educational tasks, leading to their dependence on others.
• Results of previous studies: Many previous studies have agreed on the importance of using technology in education, as well as promoting students’ digital transformation skills [9,10,19]. Many studies have also agreed on the importance of blind students acquiring technological and life skills that would enhance their efficiency [20,21]. Many studies have also emphasized the importance of cloud learning management systems in developing different skills and related knowledge aspects [15,22].
• Exploratory study: The researchers conducted an exploratory study on a sample of blind students at Beni Suef University to assess the level of their digital transformation skills using Microsoft Teams. A simple note card was prepared that included basic skills such as downloading the app and adjusting general settings, dealing with chapters and managing users, handling content and sharing files, and managing conversations and meetings. The results showed a deficiency in students’ digital transformation skills, highlighting the importance of enhancing these skills.

1.2. Research Questions

Building on the prior context, this research addresses the primary question: “How effective is a cloud-based learning management system in enhancing the digital transformation skills of blind graduate students?” To examine this, several specific inquiries are explored. First, within the experimental group, comparisons are drawn between pre-and post-intervention scores. This includes analyzing differences in the average scores of both the achievement test and the assessment measuring students’ digital transformation skills. Next, comparisons are made between the experimental and control groups, focusing on post-intervention performance. This part of the study assesses whether there are notable differences in the average achievement test scores and the assessment of digital transformation skills between these two groups. Lastly, follow-up assessments are conducted within the experimental group. These involve comparing post-intervention scores with follow-up scores to determine any differences in either achievement test performance or the digital transformation skills assessment. This final comparison helps evaluate the lasting impact of the intervention on the students’ skills.

1.3. Research Objectives

This research focuses on improving digital transformation skills in blind graduate students, with specific objectives. It aims to compare the post-test achievement and skill assessment scores between the experimental and control groups, as well as to track changes within the experimental group from post-test to follow-up in terms of both achievement and digital transformation skills. This study is both theoretically and practically valuable. Theoretically, it addresses the needs of blind postgraduate students, a prominent group among individuals with disabilities, highlighting a gap in the research on providing these students with essential technological skills. This study supports blind students’ right to integrate into the workforce by equipping them with the necessary digital competencies. Practically, the research presents a tailored design for a cloud-based learning management system using Moodle Cloud, helping blind students develop digital transformation skills more effectively. It also enriches Arabic educational resources by introducing a tool to assess these skills. Aligned with the Rights of Persons with Disabilities Act No. 10 of 2018, this research supports accessibility in higher education for individuals with disabilities by providing relevant technological support.

2. Related Work

2.1. First Axis—Cloud Learning Management System

Cloud-based learning management systems (LMSs) revolutionize education by providing diverse, safe, and cost-effective learning experiences [23]. These systems integrate digital technologies into academic management, enhancing accessibility, collaboration, content management, evaluation, and learning analysis [22]. Research shows that students express great satisfaction when using cloud storage in learning management systems (LMSs), enhancing their class performance and increasing their interest in LMSs [14]. Criteria for selecting cloud learning support systems in higher education institutions include reliability, security, adaptability, ease of use, and integration with other services [24]. Implementing secure frameworks such as Ethereum SDN cloud architecture enhances data security in cloud models and protects against network attacks [25]. In general, cloud learning management systems models provide a promising solution for educational institutions seeking effective, safe, and attractive learning environments in the digital age.

2.2. Second Axis—Moodle Cloud as a Cloud Learning Management System

Moodle Cloud is a cloud-based learning management system (LMS) that allows universities and educational institutions to host online courses effectively [26]. The use of Moodle in a special cloud environment can contribute to significant growth and the application of smarter learning methodologies, which is particularly useful for universities with a large number of students [26]. Using Moodle as a cloud LMS has proven effective in improving students’ learning outcomes, especially in difficult times [27]. In addition, integrating the Scrum methodology with the Moodle Cloud LMS can contribute to the development of high-quality e-learning courses, compliant with ISO standards for education and training quality management [28]. Furthermore, leveraging cloud data exchange services in Moodle systems can contribute to improving data exchanges between different e-learning platforms, enhancing collaboration and content sharing in educational environments [29].

2.3. Third Axis—Digital Transformation Skills

Digital transformation requires updating skills and competencies, both digital and non-digital. Under the evolving educational landscape, the importance of integrating technology with critical thinking, creativity, and collaboration within cloud learning management systems is highlighted [30]. The European Union and national legislation emphasize the importance of digital competencies and skills in the digital transformation process, stressing the need for terminological coherence to enhance effectiveness [31]. Research on the requirements of future skills in higher education highlights the growing importance of non-digital skills, such as social, personal, and methodological skills, as well as digital competencies. It also focuses in particular on lifelong learning and adaptability [32]. Furthermore, a review of the literature on digital transformation and education reveals the growing need to promote digital literacy, train the workforce, and integrate digital technologies into teaching to meet the requirements of the evolving labor market [33].

Digital transformation skills in higher education related to Microsoft Teams include using this platform for simultaneous and asynchronous learning, as well as collaboration, communication, and resource sharing [34,35]. The digital age has necessitated promoting digital literacy, developing critical thinking, and using technology responsibly to deal with challenges such as privacy concerns and the digital divide [36]. The pandemic led to higher education institutions adopting learning management systems, necessitating adjustments to traditional teaching methods and enhancing teachers’ and students’ digital skills [37]. The digital revolution in education emphasizes the importance of disseminating and using digital tools to enhance teaching, learning, and evaluation processes, support skills such as communication, critical thinking, and collaboration, and promote effective communication among students in higher education [19].

Researchers emphasize that the adoption of Microsoft Teams and digital transformation initiatives can help universities provide students with the basic skills for the 21st century needed for the labor market.

2.4. Fourth Axis—Blind Postgraduate Students

Blind postgraduate students face multiple challenges in higher education, including difficulty in accessing research tools [38], societal attitudes, and institutional support [39]. These students often navigate a limited space between the world of vision and blindness, and face obstacles such as lack of access to teaching materials and online LMSs, as well as a sense of social isolation [40]. In addition, the participation of students with visual impairments and blind persons in higher education in the UK is limited, despite efforts to achieve equity and inclusion [41]. Furthermore, the learning experiences of blind students rely heavily on auditory and tactile approaches to understanding concepts, highlighting the importance of developing tailored curricula and providing support services to ensure their academic success [42]. In addition, there is a lack of standardized methods for assessing LMS access for learners with disabilities, especially those with visual impairments. This highlights the importance of integrating users’ perspectives into LMS design and interaction requirements to ensure a more accessible and accessible learning environment for blind graduate students [43,44].

Table 1. Recent studies on cloud LMSs, Moodle Cloud, digital transformation skills, and individuals with visual disabilities.

Author	Methodology	Results	Comment
Sayeda Zain [45]	Discussion on emerging educational technologies	Technologies like gamification and AR enhance engagement and support personalized learning	Emphasizes digital transformation for meeting diverse learning needs
Andre Luiz da Silva [46]	Comparative analysis of LMS accessibility for the blind	Highlights accessibility disparities across systems and stresses the importance of adhering to web accessibility standards	Guides e-learning professionals to improve accessibility for blind users
Tella Rakesh Babu L, Rahul Singh [47]	Task-oriented, user-centered multi-method evaluation (TUME)	Identified accessibility issues in LMS for BVI students, provided design improvements	Ensures practical solutions and reveals hidden challenges in LMS design
Batanero-Ochaita et al. [48]	Comparative analysis of attitudes towards adapted LMS for different disabilities	Positive attitudes from blind and deaf students, but usability challenges noted	Suggests further research on tailored LMS adaptations for diverse disabilities
Muhammad Adiguna Said et al. [49]	Descriptive qualitative research on blind students’ digital skills during COVID-19	Blind students excelled in screen reader use and digital media, but there were gaps in digital safety	Highlights the need for digital safety education alongside technical skills
Concha Batanero et al. [50]	Empirical testing of Moodle adaptations for visually and hearing-impaired students	Significant improvement in learning outcomes for blind, deaf, and deafblind students	Demonstrates effectiveness of adapted digital content for students with disabilities
Suparjan Suparjan, Hery Kresnadi [51]	Qualitative research on Moodle use during COVID-19	High student satisfaction with Moodle’s usability and features	Suggests Moodle can enhance post-pandemic distance learning
Marta Montenegro et al. [52]	Systematic literature review on ICT and visual impairment in higher education	Identified limited research on ICT’s role in supporting visually impaired students	Calls for more research on ICT for visually impaired university students
Silvia Patricia et al. [53]	Survey of visually impaired students’ ICT use	Students felt competent in non-educational ICT use, but less so in educational applications	Indicates the need for improving ICT for educational collaboration and learning
Stephen J. Andriole [54]	Discussion on digital transformation skills	Identifies key skills for digital transformation, including technical and communication abilities	Emphasizes the balance of technical and communication skills for successful digital change
Chatcai Tangsri, Onjaree Na-Takuatoong [55]	Research on knowledge system use by visually impaired students	Knowledge facilitators positively influenced technology use, but traditional methods are still preferred	Highlights the importance of facilitators and traditional knowledge transfer alongside digital systems
Olayemi Abdullateef Aliyu, Samuel Ekundayo [56]	Regression analysis of Moodle acceptance among business students	Social influence and demographics significantly affect Moodle use	Suggests demographic factors play a crucial role in LMS adoption and usage

represents the recent studies on cloud LMSs, Moodle Cloud, digital transformation skills, and individuals with visual disabilities.

2.5. Fifth Axis—Educational Theories Guiding Current Research

Educational theories play an essential role in the educational process, especially social communication and constructive theory. Social architecture focuses on the importance of cooperation and building common understanding through the exchange of views, highlighting the role of social interaction as a vital element in the learning process [57]. Educational communication theory evolves in line with the advancement of teaching methods, learning management systems, and smart learning environments. The theory focuses on enhancing the effectiveness of educational communication through the use of reliable information sources and effective systematic design [58]. In addition, educational theories guide teaching practices, influencing how these theories are conceived and reimagined. This periodic process contributes to shaping teaching decisions and affects how they are implemented [59]. Understanding these theories is essential for teachers to enhance teaching methods and improve learning experiences. Information processing theory focuses on how individuals collect, process, and organize information to enhance learning outcomes [60,61]. One study highlights the roles of stimulus processing phases, memory transfer, and memory retention in the long term, and how these affect teaching strategies in diverse learning environments [62]. On the other hand, the theory of cognitive load, as illustrated in the literature, focuses on the cognitive burden that learners bear during the learning process. This theory suggests that educational design should balance this burden to improve learning outcomes [63]. These theories contribute to understanding how students learn, remember, and apply knowledge, providing valuable insights for teachers to improve teaching methods and enhance students’ learning experiences [64].

From what researchers have previously found, cloud learning management systems using Moodle Cloud support digital transformation skills through several pedagogical theories. Communication theory focuses on learners’ participation in knowledge creation through participatory activities. Social constructive theory emphasizes social interaction in building knowledge. Information processing theory is concerned with knowledge processes and the development of strategies to remember information. Finally, cognitive pregnancy theory provides a learning environment that allows sufficient time to process information without a cognitive overload.

3. Research Hypotheses

First, for the pre-test and post-test measurements of the experimental group, we identified the following:

1. 

Statistically significant differences were observed between the pre-test and post-test scores of the experimental group in the achievement test, with the post-test scores being higher.

2. 

Statistically significant differences were found between the pre-test and post-test scores of the experimental group in the student performance assessment of digital transformation skills, again in favor of the post-test results.

Second, for the post-test measurements of the experimental and control groups, we identified the following:

3. 

Statistically significant differences were detected between the experimental and control groups in the post-test achievement results, with the experimental group performing better.

4. 

Statistically significant differences were also found between the experimental and control groups in the post-test measurement of students’ performance of digital transformation skills, favoring the experimental group.

Third, for the post-test and follow-up measurements of the experimental group, we identified the following:

5. 

No statistically significant differences were identified between the post-test and follow-up scores of the experimental group in the achievement test.

6. 

Similarly, no statistically significant differences were observed between the post-test and follow-up scores of the experimental group in the student performance assessment of digital transformation skills.

4. Materials and Methods

This research employed two primary methodological approaches: the descriptive approach, used to identify and define the digital transformation skills essential for blind graduate students, and the semi-experimental approach, aimed at examining the impact of the independent variable—a cloud learning management system using Moodle Cloud—on the dependent variables of digital transformation concepts and skills.

The initial “baseline assessment,” or tribal measurement, was conducted to determine the digital transformation skill levels in both the experimental and control groups, ensuring comparability before introducing the intervention. This baseline helped verify that any observed changes could be attributed to the intervention rather than pre-existing differences.

The research procedure included conducting baseline measurements for both groups to confirm their equivalence, applying the experimental material, and performing post-intervention assessments. These assessments involved comparing baseline and post-test results within the experimental group, as well as making post-test comparisons between the experimental and control groups, and conducting follow-up measurements for the experimental group.

4.1. Research Curriculum

The nature of the current research necessitated the use of the following research curriculum: a descriptive curriculum, used to identify and describe the digital transformation skills required for blind graduate students, and a semi-experimental curriculum, to verify the impact of the independent variable (cloud learning management system using Moodle Cloud) on the subordinate variables (digital transformation concepts and digital transformation skills). This was performed through the tribal measurement of the experimental and control groups to test their equivalence, followed by the application and use of the experimental processing material, and then dimensional measurements to compare the tribal and post-test measurements of the experimental group considering the research tools, as well as the dimensional measurement of the experimental and control groups, and finally the dimensional and tracking measurement of the experimental group.

4.2. Research Community

The research sample comprised blind students (both male and female) from various colleges at Beni Suef University, including Science for Special Needs, Literature, Media, Languages, and Law.

Research Participants

Psychometric Tool Sample: To validate the psychometric characteristics of the research tools (achievement test and skills list for digital transformation skills), a sample of 22 bachelor’s degree students from the research community, separate from the main study sample, was selected.

Primary Study Sample: The main research sample included 20 blind graduate students, divided into two groups: a control group of 10 students and an experimental group of 10 students.

Participant Characteristics

• All participants were blind graduate students enrolled during the 2023–2024 academic year.
• Students had no additional disabilities besides blindness.
• All participants had prior experience with technology and its applications.

Study Design

A semi-experimental design was used, with pre-test and post-test measurements for both groups (control and experimental). Each group consisted of 10 blind graduate students, as outlined in

Table 2. Semi-experimental design.

Groups	Tribal Application	Semi-Experimental Processing	Remote Application	Tracking Application
Experimental	- Test achievement - Measurement of students’ performance of digital transformation skills. Performance assessment of digital transformation skills.	They were exposed to a cloud learning management system through the Moodle Cloud platform. They were subjected to measurement (tribal, distant, tracing).	- Test achievement. - Measurement of students’ performance of digital transformation skills. Performance assessment of digital transformation skills.	- Test achievement. - Measurement of students’ performance of digital transformation skills. Performance assessment of digital transformation skills.
Officer		The results (tribal, post-test) of the attainment test were measured, as was students’ performance of digital transformation skills.

.

(a)

Homogenization between the two research groups

The following statistical transactions were applied to ensure the parity and homogeneity of the experimental and control research groups before starting the research experiment.

(b)

Homogeneity in digital transformation concepts

To ensure the parity of the experimental and control research groups in terms of the level of digital transformation, a collection test was applied to the research groups. Then, we analyzed the results using the Mann–Whitney U test and two independent samples, as shown in

Table 3. Parity between the two groups (experimental and control) in terms of digital transformation concepts.

Group	N	Arithmetic Average	Standard Deviation	Average Grades	Total Grades	U	Z	Indicative Level
Experimental	10	4.40	3.42	10.70	107.00	48.00	0.541	0.878 Irrelevant
Officer	10	4.20	3.32	10.30	103.00

.

As shown in Table 3, the calculated Z value (0.541) at a significance level of 0.878 is greater than 0.05, indicating no significant differences between the experimental and control groups in the pre-test measurement of the attainment test. This result suggests that the two groups are uniform, and any differences observed in the post-test measurement would likely be attributable to the intervention applied in the study.

Homogenization of digital transformation skills

To ensure the parity of the experimental and control research groups in terms of the level of digital transformation skills, the student performance rating measure for digital transformation skills was applied to the two research groups. Then, we analyzed the results using the Mann–Whitney-U test with two independent samples, as shown in

Table 4. Parity between the two groups (experimental and control) in terms of digital transformation concepts and skills.

Group	N	Arithmetic Average	Standard Deviation	Average Grades	Total Grades	U	Z	Indicative Level
Experimental	10	26.10	6.62	9.75	97.50	42.500	0.571	0.579 Irrelevant
Officer	10	27.10	9.30	11.25	112.50

.

From Table 4, the calculated value (Z = 0.571) at the indicative level (0.579) is greater than the threshold (0.05), indicating no significant differences between the experimental and control groups in the pre-test measurement of the digital science skills scale. This suggests that the two groups were uniform at the start, and any differences observed after the remote application of the test can be attributed to the intervention applied during the study.

4.3. Measurement Tools

4.3.1. First: List of Digital Transformation Skills (Preparation of Researchers)

The list of digital transformation skills was developed through several methodological steps. First, the objective of the list was defined: to outline essential digital transformation skills that blind students at Beni Suef University need to develop. An initial list was compiled by reviewing a range of studies and resources focused on technological skill acquisition and digital transformation for blind students, which helped establish the list’s foundational elements. To validate the list, an expert review was conducted with seven arbitrators specializing in educational technology and special needs. The arbitrators examined the skill analysis, language clarity, and relevance to the target group, providing feedback that was incorporated into the final version of the list. After implementing these adjustments, the finalized list included 4 main skills and 26 sub-skills, covering essential competencies that blind graduate students need to effectively use Microsoft Teams, such as app installation, general settings adjustment, team and user management, content handling, and meeting organization and scheduling.

4.3.2. Second: Preparation of the Achievement Test (Preparation of Researchers)

The preparation of the attainment test went through several basic steps. First, the objective of the test was to measure the attainment aspect of digital transformation concepts to be developed among blind graduate students at Beni Suef University. Thereafter, the preliminary format of the test was built through the formulation of thematic questions in a multiple-selection format, with the preparation of a correction key that allocates one score to each question. To ensure the veracity of the test, the prima facie honesty was verified by presenting the preliminary version to seven arbitrators specializing in education technology and special needs, who reviewed the validity of the questions and their ability to measure cognitive goals and made some observations that were implemented to reach the final form of the test. The veracity of internal consistency was also verified by applying the test to a survey sample of 22 blind students not affiliated with the original research sample and calculating the Pearson correlation factor between the scores of each question and the overall degree of testing, as shown in

Table 5. The correlation coefficient of each single degree to the overall degree of the collectible test (n = 22).

Ferry Number	Ferry	Ferry Number	Ferry	Ferry Number	Ferry	Ferry Number	Ferry
1	0.495	2	0.495	3	0.483	4	0.499
5	0.595	6	0.524	7	0.525	8	0.486
9	0.486	10	0.487	11	0.498	12	0.523
13	0.512	14	0.522	15	0.487	16	0.521
17	0.492	18	0.498	19	0.498	20	0.519

Table T value (N = 22) is equal to 0.508 at an indicative level (0.01). Equal to 0.359 at 0.05.

.

The analysis of Table 5 shows that the correlation coefficients between each individual’s score and the total grade of the collected test range from 0.483 to 0.595. All values exceed the critical value at the 0.05 significance level. Therefore, the correlation coefficients demonstrate the internal consistency and reliability of the collectible test.

Through (a) and (b), the researchers are assured of the sincerity and relevance of the attainment test to measure the digital transformation skills of the research groups’ students.

Consistency of the attainment test: The stability of the collection test was verified by applying it to a survey sample of 22 blind students who were not affiliated with the original search sample. The verification process involved the use of the alpha Cronbach fastness coefficient to measure the internal consistency of the test, as well as the reapplication of the fastness test after two weeks, as shown in

Table 6. Alpha Cronbach fastness coefficient and reprocessing for collectible testing.

Attainment Test	Alpha Cronbach Fastness Coefficient	Reinstatement
20 Ferry	0.738	0.795

.

The difficulty and differentiation factors for the collectible test were calculated based on the results of its application to the reconnaissance sample, where the difficulty transactions ranged from 0.25 to 0.65, which is considered acceptable and reflects the ease of the questions. Discriminatory transactions ranged from 0.35 to 0.75, indicating a good ability to distinguish test items. The test time was set at a rate of 30 min, based on the calculation of the total response time and its division by the number of students. After these steps were implemented, the test was ready to be applied to the research sample students.

4.3.3. Third: Measuring Blind Postgraduate Students’ Performance of Digital Transformation Skills (Preparation of Researchers)

The scale preparation went through several key stages. First, the measurement goal was set to measure the digital transformation skills of blind graduate students at Beni Suef University. The initial format of the scale was then prepared, ensuring that the instructions for use and evaluation were clear and easy, and were aligned with the pre-defined skill list. To ensure the veracity of the scale, the prima facie honesty was verified by presenting the preliminary version to seven arbitrators specializing in education technology and special needs, who reviewed the validity of the questions and their ability to measure the required skills and provided implemented feedback to reach the final form. Internal consistency was also verified by applying the measure to a survey sample of 22 blind students not affiliated with the original search sample, and then calculating the Pearson correlation factor between each individual’s grade and the overall scale score, as shown in

Table 7. Coefficient of correlation of the degree of each individual to the overall degree of scale (n = 22).

Ferry Number	Ferry	Ferry Number	Ferry	Ferry Number	Ferry	Ferry Number	Ferry
1	0.548	2	0.433	3	0.511	4	0.516
5	0.430	6	0.469	7	0.531	8	0.518
9	0.503	10	0.483	11	0.553	12	0.436
13	0.482	14	0.462	15	0.424	16	0.477
17	0.495	18	0.489	19	0.478	20	0.448
22	0.479	23	0.494	24	0.481	25	0.553
26			0.457

Table T value (N = 22) is equal to 0.508 at an indicative level (0.01). Equal to 0.359 at 0.05.

.

The foregoing shows that the correlation factors between each individual and the total grade of the collectible test range from (0.424: to 0.553). All are greater than the table value at the level of 0.05. Thus, the correlation factors of a statistical function indicate the sincerity of the measure’s internal consistency. Through (a) and (b), the researchers are assured of the scale’s sincerity and validity to measure the digital transformation skills of the students of both research groups.

Scale Stability: The scale’s stability was verified by applying it to a survey sample of 22 blind students not affiliated with the original search sample. We used the alpha Cronbach constant coefficient and the reapplication coefficient two weeks later, and the results showed the stability of the scale, as shown in

Table 8. Alpha Cronbach fastness coefficient and half-part scale.

Attainment Test	Alpha Cronbach Fastness Coefficient	Reinstatement
26 Ferry	0.745	0.768

.

Table 8 shows the value of the alpha Cronbach coefficient for scale stability (0.745), and the value of the reprocessing constant (0.768) indicates the stability of the scale.

After completing all the previous steps, the scale was ready to be applied to the research sample students.

The psychometric characteristics of the research tools (completion test and skills list) for evaluating digital transformation skills were verified using a sample of (22) students from outside the main research sample. The tools showed high reliability and validity, making them suitable for assessing the digital transformation skills of blind graduate students. The results emphasized internal consistency and high reliability, as well as content and construction viability, ensuring that the metrics accurately assess target structures and can predict realistic performance.

4.3.4. Four: Proposed Scenario for Semi-Experimental Treatment Material

The researchers selected the cloud learning management system Moodle Cloud after determining the psychological, educational, and technological needs of blind graduate students, which showed that this system meets many necessary educational requirements. Moodle Cloud allows students to bring up topics and share information or research directly and indirectly. Through the creation of discussion forums for each course or topic, for example, digital transformation skills, researchers can follow up on the participation of blind postgraduate students and link participants to the students’ numbers and real names. The system also supports the creation of special forums for each group of students, which promotes participatory learning.

The latest version of Moodle Cloud has a Big Blue Button conference system, allowing control over the management and timing of educational activities. The researchers created student accounts (experimental group) and accounts for the researchers (supervisors) on the system, which was tailored to the needs of blind graduate students, and discussion forums on digital transformation skills were prepared to support participatory learning among the pilot sample students.

By selecting the cloud learning management system of Moodle Cloud, the researchers aimed to provide an integrated learning environment that supports accelerated technological technologies and modern-day constellations. The cloud system facilitates access to educational resources and enhances interaction between students and teachers, making the learning process more effective and participatory. A future trend is expected to be towards the use of cloud learning management systems that support different activities and electronic interaction, providing greater flexibility in use and management.

4.4. Educational Design of Experimental Processing Material

The researchers designed and developed a cloud learning management system using Moodle Cloud, taking advantage of the ADDIE (which stands for Analyze, Design, Develop, Implement, and Evaluate) model as a framework for educational design. The ADDIE model, which consists of five stages—analysis, design, development, implementation, and evaluation—is ideal for this purpose thanks to its flexibility and high effectiveness. This model allows adaptation to cloud learning management systems, enhancing its effectiveness in improving the learning experience. The certified educational design reflects the ADDIE model’s ability to meet research objectives and keep pace with the evolution of the educational system. Figure 1 illustrates the sequential steps of the semi-experimental processing model based on the educational design framework, presented as a flowchart outline.

Building Experimental Processing Material

The construction of the experimental treatment material went through the following stages:

Analysis phase: The problem of developing a cloud learning management system was identified using Moodle Cloud to improve digital learning skills for blind graduate students at Beni Suef University. The analysis included assessing the characteristics of the target group of students, who were not specialized in education technology, and assessing their advanced skills via identification. The standards of the system were also defined based on the review of previous studies and the presentation of the list to 9 specialized arbitrators to ensure its accuracy and validity.

Learning content elements were classified into cognitive, skill, and factual aspects to identify educational difficulties and propose solutions. The identification of digital transformation skills was also modified based on the arbitrators’ observations. Finally, the overall objectives of the research, which focused on developing digital transformation skills through the development of a cloud learning management system, Moodle Cloud, were identified.

Design phase: Educational goals were formulated to develop the digital transformation skills of blind postgraduate students, with 11 measurable goals identified. These goals were reviewed by arbitrators who confirmed their accuracy and adequacy. The content of the learning was also defined and organized in modules and lessons according to educational objectives using input from previous studies. The content was presented to other arbitrators for review and certification, with emphasis on its suitability for the target group and the associated activities. The learning activities included tasks and assignments that promoted the achievement of goals while providing feedback to blind postgraduate students. Learning strategies including self-learning and participatory learning were used, with simultaneous and asynchronous communication tools designed to enable teacher–student interaction. Students were enrolled and managed via their university e-mails and provided direct support, and assessment tools were designed that included an achievement test and a performance rating scale for digital transformation skills.

Development phase: Various learning sources, including scripts via Microsoft Word 2010, images and graphics using Adobe Photoshop CS6 Illustrator, and videos using Camtasia Studio 8, were produced and distributed through the Moodle Cloud learning management system. A cloud learning management system was developed for blind graduate students at Beni Suef University, and usernames and passwords for each student were provided. Content such as videos, PDFs, and text was uploaded; in addition, interaction tools were identified and educational activities and tasks promoted, with instructions to rate tasks after completion via the following link:

https://cloudlmsdigitaltransformation.moodlecloud.com/course/view.php?id=8 (Accessed on 25 November 2024).

Implementation phase: This phase included several steps:

• Survey application: The cloud learning management system Moodle Cloud was rolled out to 22 blind students at Beni Suef University to see potential difficulties and learners’ acceptance of the system. The results showed clarity of educational content and ease of navigation, but students had problems uploading some pages and playing videos. Moreover, they could not activate some links nor identify some communication tools within the system. These issues were solved by correcting technical errors in Moodle Cloud, activating links, and ensuring that all videos were played. Training meetings were also held for students to teach them how to use the system’s tools and various learning sources before starting the basic experience.
• Tribal application of research tools: The research tools were applied tribally (cognitive attainment test of digital transformation skills, scorecard for blind graduate students’ digital transformation skills) to the core sample to assess their level of knowledge and skills before the start of the research experiment.
• Basic research experience implementation: This stage included three key steps. First, the experimental processing material was made available to the blind graduate students via the Moodle Cloud learning management system. Second, a preliminary session was held to explain the objectives of the experiment, how to use the system, and how to interact and communicate, in addition to providing a video tutorial on the system’s home page. Third, the application was implemented by following up on students’ progress in terms of study and interaction, providing support and answering their queries, and directing them to successfully carry out activities and tasks.
• Dimensional application of research tools: After the completion of the study, the research tools were applied dimensionally to evaluate the results. This included monitoring students’ grades and recording data, and then conducting a comprehensive data analysis to examine results, answer research questions, and test assumptions. Based on the analysis, the final findings and recommendations were formulated.

Evaluation phase: SPSS software was used to analyze the experimental research data, relying on two groups (control and experimental) to analyze the differences between them and the effect of the variables. Continuous support was also provided to the blind graduate students by communicating through the cloud learning management system Moodle Cloud to ensure that inquiries were answered and technical support was provided even after the trial had ended. Finally, concurrent and relevant support was provided at all stages of the research to ensure the success of the research process.

Statistical methods: In the light of the experimental design of the research, statistical processing was performed using the program SPSS V22, where the use of a t-test was used to identify the differences between the experimental group and the control group, and an ETA box was used to see the size of the impact and present the results.

5. Results and Discussion

5.1. Results Related to the First Question

The first question was as follows: What are the differences between the average grades of the pilot group and between the tribal and dimensional measurements of the collection test?

This is linked to the first hypothesis, which asserts that there are statistically significant differences between the average scores of the experimental group in terms of the baseline (tribal) and post-test measurements of the attainment test, with the differences favoring the post-test measurement results.

The question was answered by applying the attainment test both before and after the intervention. Then, we calculated the differences between the two measurements using the Wilcoxon test with two non-independent samples (two related samples), as shown in

Table 9. Wilcoxon test and z value and their indication of the differences between the average grades of the experimental group in terms of the tribal and post-test measurements of the attainment test (n = 10).

Measurement	Arithmetic Average	Standard Deviation	Tribal/Remote Measurement	Number	Average Grades	Total Grades	Z Value	Connectedness
Tribal	4.40	2.547	Negative grades	0	0.00	0.00	2.821	0.047
			Positive grades	10	5.50	55.00
Al-Ba	17.70	2.888	Equality	0
			Total	10

.

As shown in Table 9, the mean score for the post-test measurement (17.70) is significantly higher than the pre-test measurement (4.40). The calculated Z value (2.821) at a significance level of 0.047 is below 0.05, indicating a statistically significant difference between the pre-test and post-test measurements in the attainment test, favoring the post-test results. Therefore, the first research hypothesis is supported.

The results of the attainment test indicate the effectiveness of the “experimental processing” material (cloud learning management system of Moodle Cloud) in enhancing the cognitive aspect of digital transformation skills and concepts in blind graduate students. This effectiveness resulted in a marked increase in their scores in the attainment tests. This is due to the attractive delivery of multimedia-supported educational content within the Moodle Cloud learning management system to provide an interactive learning environment, as well as the use of innovative learning tools to personalize content and provide effective technical support, providing blind graduate students with greater opportunity to reflect and explore ideas on the subject of learning. It also helped enhance their content collection process and address issues related to the inadequate accommodation of content that did not fully meet the needs of blind postgraduate students.

5.2. Results Related to the Second Question

The second question was as follows: What are the differences between the average grades of the experimental group in terms of the tribal and dimensional measurements, and in relation to the estimation of students’ performance of digital transformation skills?

The second imposition states that there are statistically significant differences between the average grades of the experimental group in both the tribal and post-test assessments. Specifically, the measurement of students’ performance of digital learning skills favors the dimensional measurement.

The question was answered by applying the skill scale both before and after the intervention. Then, we calculated the differences between the two measurements by using the Wilcoxon test with two non-independent samples (two related samples), as shown in

Table 10. Wilcoxon test and z value and their indication of the differences between the averages of the experimental group scores in the tribal and post-test measurements of students’ performance of digital learning skills (n = 10).

Measurement	Arithmetic Average	Standard Deviation	Tribal/Remote Measurement	Number	Average Grades	Total Grades	Z Value	Connectedness
Tribal	26.10	3.767	Negative grades	0	0.00	0.00	3.152	0.02
			Positive grades	10	5.50	55.00
Al-Ba	72.50	3.649	Equality	0
			Total	10

.

From Table 10, the average post-test score (72.50) is higher than the pre-test score (26.10), with a calculated Z value of 3.152 at an indicative level of 0.02, which is below the 0.05 significance threshold. This indicates a significant difference between the experimental group’s scores in the pre- and post-test measurements of students’ digital transformation skills, with the post-test results showing better performance. Therefore, the second research hypothesis is accepted.

The results of the student performance assessment measure of digital transformation skills demonstrated the effectiveness of “Empirical Processing” (cloud learning management system Moodle Cloud) in developing the digital skills that blind graduate students need to deal efficiently with the Microsoft Teams application. These skills included downloading the app and adjusting general settings, managing teams and users, and handling scientific content on the platform. Organizing and scheduling meetings on demand, adjusting meeting settings, as well as using technical tools and digital applications to improve learning and academic performance were also touched on.

This event resulted in a marked improvement in the performance of blind postgraduate students in terms of the required skills. This improvement is due to the introduction of educational content supported by educational and multimedia activities (text, audio, simple images that can be read by photo-reading apps, and video) that detailed the skills within the cloud learning management system of Moodle Cloud. This contributed to an interactive learning environment, as well as ongoing technical support during the implementation of educational activities, giving students a greater opportunity to think about and explore how to deal effectively with Microsoft Teams.

5.3. Results Related to the Third Question

The third question was as follows: What are the differences between the average grades of the test group and the control group in terms of the dimensional measurement of the attainment test?

This is linked to the third hypothesis, which asserts that there are statistically significant differences between the average scores of the experimental and control groups in terms of the dimensional measurement of the attainment test, with the differences favoring the experimental group.

The question was answered by applying the collective test to the two research groups. Then, we calculated the differences between the two groups using the Mann–Whitney U test with two separate samples (two independent samples), as shown in

Table 11. Mann–Whitney test and z value and their indication of the differences between the averages of the grades of the members of the experimental and control groups in terms of the dimensional measurement of the attainment test.

Group	N	Arithmetic Average	Standard Deviation	Average Grades	Total Grades	U	Z	Indicative Level
Experimental	10	16.45	2.012	14.10	141.00	14.00	2.754	0.05
Officer	10	15.20	2.17	6.90	69.00

.

Table 11 shows that the mean score of the experimental group (16.45) is higher than that of the control group (15.20). The calculated Z value (2.754) at a significance level of 0.05 indicates a significant difference between the two groups in terms of the dimensional measurement of the concept test, favoring the experimental group. Therefore, the third research hypothesis is supported.

The results demonstrate the superiority of the experimental group over the control group in the acquisition test, which measures the cognitive aspect of digital transformation skills and perceptions. This superiority can be attributed to the Moodle Cloud learning management system, which provided a flexible and accessible environment, supported multimedia use, and facilitated interaction and participation. These features helped enhance the autonomy and skills of blind students. In contrast, the control group faced challenges such as difficulties adapting to modern educational resources, significant academic pressure, lack of support and specialized educational resources, and the absence of an interactive and suitable learning environment.

5.4. Results Related to the Fourth Question

The fourth question was as follows: What are the differences between the average grades of the test group and the control group in terms of the dimensional measurement of students’ performance of digital transformation skills?

This is linked to the fourth imposition, which states that there are statistically significant differences between the average grades of the experimental group and the control group in terms of the dimensional measurement of students’ performance of digital transformation skills.

The question was answered by applying the skills scale dimensionally to the two research groups. Then, we calculated the differences between the two groups using the Mann–Whitney U test with two separate samples (two independent samples), as shown in

Table 12. The Mann–Whitney test and the value of z and their indication of the differences between the averages of the grades of the members of the experimental and control groups in terms of the dimensional measurement of students’ performance of digital transformation skills.

Group	N	Arithmetic Average	Standard Deviation	Average Grades	Total Grades	U	Z	Indicative Level
Experimental	10	70.15	3.297	14.50	145.00	10.00	3.051	0.02
Officer	10	67.80	3.68	6.50	65.00

.

As shown in Table 12, the average pilot group score (70.15) is greater than the average control group score (67.80), and the Z value is calculated (3.051) at an indicative level (0.02). It is a function value below 0.05. This means that there are differences between the experimental group and the control group in terms of the dimensional measurement of the student performance rating measure of digital transformation skills in favor of the pilot group. Thus, the fourth research imposition is accepted.

The results showed that the experimental group outperformed the control group in terms of the dimensional measurement of blind postgraduate students’ performance of digital transformation skills thanks to the effectiveness of the cloud learning management system Moodle Cloud in several key aspects. The system provided a flexible and accessible environment, allowing blind graduate students to interact with educational content anytime and anywhere, thus enhancing their autonomy. The system also supported the use of multimedia, such as audio text, which is compatible with assistive technologies, which improved students’ interaction with the content. The system provided the possibility of customizing the learning experience through periodic assessments and feedback, which helped students track their progress and improve their skills. In addition, the system provided interaction and engagement tools, enhancing the participatory learning experience and increasing the effectiveness of student interaction. Finally, the system enhanced the digital transformation skills of blind postgraduate students by providing tools to use cloud applications and manage information efficiently, helping them adapt to the digital labor market.

In contrast, the results showed the inadequate performance of the control sample due to several key factors. Blind students relied heavily on visionary facilities, which reduced their autonomy. They also experienced difficulties in adapting to modern educational sources, which affected their effective access to educational content. They experienced academic pressures related to success and self-esteem, which increased their burden of study. They also did not have specialized educational support or resources to meet their needs. Finally, the lack of an interactive and appropriate educational environment reduced their skills in digital transformation.

5.5. Results Related to the Fifth Question

The fifth question was as follows: What are the differences between the average grades of the experimental group in terms of dimensional measurement and tracking measurement in the collection test?

This is linked to the fifth hypothesis, which states that there are no statistically significant differences between the average scores of the experimental group in the dimensional and follow-up measurements in the collective testing.

The question was answered by applying the collectible test twice with a time difference of 3 weeks. Then, we calculated the differences between the two measurements by using the Wilcoxon test with two non-independent samples (two related samples), as shown in

Table 13. Wilcoxon test and z value and their indication of the differences between the averages of the experimental group scores in terms of the dimensional and tracking measurements in the collectible test (n = 10).

Measurement	Arithmetic Average	Standard Deviation	Tribal/Remote Measurement	Number	Average Grades	Total Grades	Z Value	Connectedness
Al-Ba	17.70	2.888	Negative grades	7	4.00	28.00	1.425	0.154
			Positive grades	1	8.00	8.00
Tracking	16.90	2.663	Equality	2
			Total	10

.

From Table 13, it can be seen that the average post-test score (17.70) is slightly higher than the average tracking score (16.90), with a calculated Z value of 1.425 at an indicative level of 0.154. Since this value is greater than 0.05, it indicates no significant difference between the post-test and tracking measurements in the collectible test. Therefore, the fifth research hypothesis is accepted.

The results of the achievement test show that the cloud learning management system Moodle Cloud continued to enhance the cognitive aspect of digital transformation skills in blind graduate students even after 3 weeks of dimensional measurement. This indicates that the system made a profound impact on the cognitive aspects and concepts associated with digital transformation. This is due to the design of the system using the principles of educational theories, the provision of attractive digital content, and the provision of speaking programs commensurate with the needs of blind students. Interaction with educational content and feedback from the teacher within the system also enhanced perceptions of digital transformation skills.

5.6. Results Related to the Sixth Question

The sixth question was as follows: What are the differences between the average grades of the experimental group in terms of dimensional measurement and tracking measurement in relation to estimating students’ performance of digital transformation skills?

This is linked to the sixth imposition, which states that there are no statistically significant differences between the average grades of the experimental group in terms of dimensional measurement and tracking measurement in relation to the assessment of students’ performance of digital transformation skills.

The question was answered by applying the skill scale two times with a time difference of 3 weeks. Then, we calculated the differences between the two measurements by using the Wilcoxon test with two non-independent samples (two related samples), as shown in

Table 14. Wilcoxon test and z value and their indication of the differences between the averages of the experimental group scores in terms of the dimensional and tracking measurements in relation to the measurement of students’ performance of digital transformation skills (n = 10).

Measurement	Arithmetic Average	Standard Deviation	Tribal/Remote Measurement	Number	Average Grades	Total Grades	Z Value	Connectedness
Al-Ba	72.50	3.649	Negative grades	8	5.44	43.50	1.674	0.094
			Positive grades	2	5.75	11.50
Tracking	71.60	3.458	Equality	0
			Total	10

.

As shown in Table 14, the average post-test score is 72.50, while the average tracking score is 71.60. The calculated Z value is −1.674, with an indicative level of 0.094, which is greater than 0.05. This indicates no significant difference between the post-test and tracking measurements in the collectible test. Therefore, the sixth research hypothesis is accepted.

The results indicate that the cloud learning management system Moodle Cloud maintained its effectiveness in enhancing the measurement of performance of blind graduate students in digital transformation skills even after 3 weeks of dimensional measurement. These results indicate that the system did not make superficial or temporary changes, but made a profound impact on the development of students’ digital transformation skills. The system is designed based on a methodology that ensures the continuity of its impact, offering attractive digital content and speaking programs that are tailored to the needs of blind students. The system also relies on voice in various forms, and provides elements related to unique education requirements, availability, electronic access, repetition, discussions, and feedback. In addition, interaction with educational content, teachers, colleagues, and interaction tools within Moodle Cloud enhanced digital transformation skills. Accordingly, the cloud learning management system Moodle Cloud continued to develop digital transformation skills according to the results of the measurement of the performance of blind graduate students.

6. Discussion and Limitations

The purpose of this study was to evaluate the effectiveness of a cloud-based learning management system, specifically Moodle Cloud, in enhancing the digital transformation skills of blind graduate students. The research design combined descriptive and quasi-experimental methods to assess the impact of the intervention. The findings indicated significant improvements in the experimental group’s digital transformation skills, as measured by both the achievement tests and performance assessments. These improvements were evident when comparing pre-and post-test scores within the experimental group and post-test scores between the experimental and control groups.

6.1. Results Interpretation

The results of this study suggest that the cloud-based learning management system played a vital role in enhancing digital skills among blind graduate students. The experimental group’s scores in the achievement tests and performance assessments significantly improved post-intervention, indicating that the use of Moodle Cloud was effective in promoting the desired learning outcomes. The lack of significant differences between the remote and in-person application of the intervention further supports the effectiveness of Moodle Cloud, suggesting that the learning environment is accessible regardless of physical location.

6.2. Comparison with Previous Studies

The findings of this study align with previous research that has highlighted the importance of using technology in education and the need for blind students to acquire technological and life skills [9,10,19]. Other studies have emphasized the significance of cloud learning management systems in developing various skills and related knowledge aspects [15,22]. The results of this study contribute to the existing literature by demonstrating the effectiveness of Moodle Cloud in enhancing digital transformation skills among blind graduate students.

6.3. Theoretical Implications

The study’s findings support the role of digital technologies in promoting inclusive education and enhancing the participation of students with disabilities in higher education [5]. The use of a cloud-based learning management system can address the challenges faced by blind students, such as accessibility to educational resources and interaction with peers. The results also align with social communication and constructive theories, which emphasize the importance of social interaction and knowledge-building through technology [57,64].

6.4. Practical Implications

Practically, the findings of this study have several implications for educators and policymakers. First, the results underscore the importance of integrating modern digital technologies into the education of blind students. Second, the study highlights the potential of cloud-based learning management systems in creating flexible and interactive learning environments that can overcome spatial, temporal, and disability constraints. Finally, the findings suggest that a cloud-based learning management system such as Moodle Cloud can be an effective tool for improving the digital competencies of blind graduate students, supporting their academic and professional success.

6.5. Limitations

Although the study provides valuable insights into the effectiveness of cloud-based learning management systems for enhancing digital transformation skills among blind graduate students, several limitations should be acknowledged. First, the sample size was relatively small, which may limit the generalizability of the findings. Second, the study focused on a single educational institution, which may introduce bias and limit the study’s external validity. Third, the study did not measure the long-term impact of the intervention, which could be an area for future research.

7. Conclusions and Future Work

The purpose of this study was to evaluate the effectiveness of a cloud-based learning management system, specifically Moodle Cloud, in enhancing the digital transformation skills of blind graduate students. Through a combination of descriptive and quasi-experimental methods, the intervention’s impact was assessed, and the findings indicated significant improvements in the experimental group’s digital transformation skills. These enhancements were evident through the achievement test scores and performance assessments post-intervention, highlighting the positive effect of Moodle Cloud in promoting the desired learning outcomes. This study demonstrated that cloud-based learning management systems play a crucial role in advancing digital skills among blind graduate students. Importantly, the consistency of results across both remote and in-person applications of the intervention suggests that Moodle Cloud is accessible and effective regardless of physical location. These findings are in line with previous research that emphasizes the role of technology in education and the need for blind students to acquire technological skills. This study contributes to the literature by providing empirical evidence of Moodle Cloud’s effectiveness in enhancing digital transformation skills in this specific student population. From a theoretical perspective, the results support the importance of digital technologies in fostering inclusive education and enhancing the participation of students with disabilities in higher education. This aligns with social communication and constructive theories that stress the significance of social interaction and knowledge-building through technology. Practically, the findings have implications for educators and policymakers. They underscore the importance of integrating modern digital technologies into the education of blind students and suggest that cloud-based learning management systems, like Moodle Cloud, can create flexible, interactive, and accessible learning environments.

Although this study offers valuable insights, it has several limitations that open avenues for future research. Firstly, the relatively small sample size limits the generalizability of the findings. Future research should aim to replicate this study with larger and more diverse samples across different educational contexts to further validate the results. Secondly, focusing on a single educational institution may introduce bias and limit external validity. Expanding this research to include multiple institutions can provide a more comprehensive understanding of the intervention’s effectiveness. Longitudinal studies are needed to measure the long-term impact of the intervention and to identify sustained improvements in digital transformation skills among blind graduate students. Additionally, future research should delve into the specific features of Moodle Cloud that contribute to its effectiveness. Understanding which elements are most beneficial can guide the enhancement of the platform and its application in educational settings. Moreover, exploring other variables such as teacher training, student engagement, and the quality of instructional design can provide a deeper understanding of how to optimize cloud-based learning management systems for blind students. Investigating these aspects will offer valuable insights into improving educational practices and further supporting the academic and professional success of students with disabilities.