Background The accessibility and safety of the built environment for students with visual impairments in higher education institutions have been a critical yet understudied aspect of inclusive education. Recognizing the diversity of challenges faced by students in this regard, this cross-national study addresses the need for a comprehensive understanding across seven nations: Nigeria, Ethiopia, India, Russia, Thailand, the UK, and China. The background underscores the significance of investigating key domains such as administration areas, dormitories and hostels, libraries, classrooms, and specialized features to bridge existing knowledge gaps and inform targeted interventions.

Objective The primary objective of this study is to meticulously analyze the accessibility and safety measures in the built environments of higher education institutions for students with visual impairments across seven nations.

Methods The research involves a cross-national survey conducted among students and teachers from 19 higher education institutions across the seven nations. The survey captures quantitative data, with a cohort comprising 60% students (20 respondents) and 39.4% teachers (13 respondents). Key domains, including administration areas, dormitories/hostels, libraries, classrooms, and specialized features, are systematically surveyed to gather insights into the current state of accessibility and safety. Statistical analyses and qualitative assessments are employed to derive meaningful conclusions and actionable recommendations.

Results Findings from the survey reveal a nuanced landscape of challenges faced by students with visual impairments. Administration areas display variability in experiences, while positive strides are noted in dormitories/hostels with 66.7% reporting designated accessible rooms. Critical challenges exist in restroom facilities, with 63.6% lacking features for visual impairment. Libraries exhibit 54.5% availability of Braille materials, and 54.5% of respondents perceive classroom settings as only somewhat inclusive. The study identifies notable gaps in specialized features, emphasizing the need for targeted improvements.

Conclusion This study highlights the urgent need for enhanced accessibility, safety, and inclusivity in higher education-built environments. The findings underscore the imperative for targeted improvements, offering actionable recommendations for urgent infrastructure enhancements, policy changes, and awareness initiatives. The results, deemed ‘Very Important,’ contribute to advancing global inclusive education, ensuring universality and welcoming environments for learners with visual impairments.