Exploring the Experiences of University Students with Physical Disabilities Navigating Academic Environments in Nigerian Federal Universities

This study explores the lived experiences of students with physical disabilities navigating academic environments in Nigerian federal universities, using a phenomenological qualitative design to capture the depth and complexity of these experiences. University campuses, with their complex physical layouts, lecture-intensive pedagogies, and competitive academic cultures, present formidable challenges for students with mobility and functional impairments. In Nigeria, where disability support services in universities are nascent and frequently resource-poor, the academic journeys of students with physical disabilities are shaped by a unique intersection of structural barriers, personal agency, and informal peer and staff support. Using interpretive phenomenological analysis, the study conducts in-depth interviews with twenty purposively selected students with physical disabilities from four federal universities in Abuja, Nsukka, Zaria, and Port Harcourt. Interviews explore themes including physical access challenges, accommodation experiences, faculty attitudes, peer relationships, coping strategies, and identity negotiation. Data are analysed through iterative coding and thematic interpretation. The study contributes a rich, insider-perspective account of disability in Nigerian higher education, addressing a significant gap in the qualitative literature. Findings are expected to illuminate both the systemic failures of institutional support and the remarkable adaptive strategies students develop. Recommendations include establishing disability affairs units with dedicated staff in all federal universities and creating peer mentorship networks for students with physical disabilities. Keywords: physical disability, university students, lived experience, phenomenology, Nigerian federal universities.