In the contemporary higher education setting, integrating instructional technology has become imperative to accommodate the diverse learning needs of students. Artificial Intelligence (AI) emerges as a pivotal tool in this endeavour, offering opportunities to enhance learning experiences and outcomes. However, despite the widespread adoption of AI in higher education, challenges persist in ensuring the inclusivity of learning, particularly for students with visual impairments. This chapter integrates Song and Hill’s model with the social model of inclusion to conceptualise the components of self-directed and potential systematic barriers in the design of AI educational technologies for the integration of students with visual impairments. This study explores the utilisation of AI to facilitate inclusive, self-directed, open, and lifelong learning for students with visual impairments in the Namibian higher education context. Drawing on qualitative data from phenomenological research involving six visually impaired students and a focus group discussion with six lecturers, this study investigates the challenges visually impaired adult learners face in accessing open and lifelong learning higher education opportunities. It underscores the significance of AI in promoting self-directed learning, explores its potential in mitigating barriers faced by visually impaired learners, and discusses implications for policy and practice in fostering inclusive self-directed, open and lifelong higher education in Namibia.