UNLOCKING STUDENT POTENTIAL: MOTIVATION AS A CATALYST FOR SUSTAINABLE HIGHER AND TERTIARY EDUCATION FOR STUDENTS WITH SENSORY DISABILITIES

Resumen

Motivation is a critical driver in achieving sustainable education, fostering long-term engagement, and ensuring academic success for students in higher and tertiary education institutions. In the context of higher and tertiary education, students with sensory disabilities face unique challenges that can hinder their academic progress and holistic development. This paper explores the pivotal role motivation plays in addressing these barriers and fostering an inclusive educational environment. By examining intrinsic and extrinsic motivators, such as personalized learning approaches, accessible resources, supportive faculty, and peer collaboration, the paper delves into how motivation can serve as a catalyst for unlocking the potential of students with sensory impairments. Sustainable education in higher and tertiary institutions aims not only to impart knowledge but also to cultivate lifelong learners who are resilient, adaptive, and capable of contributing to society in meaningful ways. Anchored in a robust theoretical framework, including Self-Determination Theory, Expectancy-Value Theory, Goal-Setting Theory this study provides a comprehensive examination of how these theories inform motivational strategies in higher education. Using a mixed-methods approach, the research incorporates case studies and empirical data to identify effective strategies for enhancing student motivation. The study highlights the need for institutions to adopt sustainable practices that empower these students, ensuring equitable access to education, skill development, and long-term academic success. The integration of assistive technologies, inclusive pedagogies, and motivational strategies not only enhances learning outcomes but also contributes to the overall sustainability of the education system. Through targeted interventions and an understanding of motivational drivers, higher education can become a transformative force for students with sensory disabilities, paving the way for a more inclusive and resilient educational future. The paper concludes with practical recommendations for educators, policymakers, and stakeholders to enhance motivation within higher and tertiary educational settings. These include implementing motivational training programs for educators, developing curricula that align with students' interests and goals, and adopting inclusive educational policies that support diverse learning needs. Prioritizing motivation can help higher and tertiary educational systems achieve greater sustainability, ensuring that all students have the opportunity to thrive and succeed.