Abstract:
Over the years, society has demonstrated varied perceptions toward individuals with impairments, mostly one of prejudice and discrimination. This has led to steep barriers hindering their full integration in various life domains, notably education and employment. Being continuously left out not only impedes individuals with impairments from living an honorable life but also delays progress toward achieving the UN’s Sustainable Development Goals (SDGs). Accordingly, this thesis analyzes 136 survey responses from working-age persons with and without disabilities in Lebanon. IBM SPSS was used to examine the role of technological advancements, mainly AI, and institutional decision-makers' social intelligence in attaining quality education (SDG4) and decent work (SDG8). Additionally, the software analyzed the mediating roles of access to resources and community support. Findings demonstrated a huge opportunity gap between persons with and without impairments. Results confirmed that technology adoption enhances access to resources, significantly influencing the achievement of quality education and employment. Furthermore, decision-makers’ social intelligence was integral in increasing perceived support, which was found to be essential for decent work. However, the link between enhanced support and quality education has not been proven, but social intelligence still contributes to both positive outcomes. Finally, a significant interaction effect between technology and social intelligence was proved to amplify quality education, but not decent work, possibly due to the interference of external factors such as the country’s security and financial instability. This study is pertinent in its potential to inform inclusive practices. It offers policy recommendations, which, when enacted, would contribute to enhancing education and work opportunities for persons with disabilities, shaping a future where they feel heard, valued, and seen.
