DOI: https://doi.org/10.36347/sjahss.2026.v14i07.001

Pages: 250-261

Artificial Intelligence (AI) has rapidly transformed educational environments, assistive technologies, and employment systems, creating both opportunities and uncertainties for students with disabilities. Among these groups, visually impaired students represent a particularly significant population. Simultaneously, growing concerns regarding technological dependence, privacy, accessibility barriers, algorithmic bias, and future job displacement have shaped mixed perceptions toward AI. In this context, the present study systematically reviews global and Indian research on the perceptions of Artificial Intelligence among visually impaired students, focusing on three major dimensions: fear, use, and future employment opportunities. This study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to identify relevant literature published between 2015 and 2026. Data were collected from major academic databases including Scopus, Web of Science, ERIC, Google Scholar, and PubMed. After screening, eligibility assessment, and removal of duplicates, 50 relevant studies were selected for final review and synthesis. The selected studies were analyzed on the basis of publication trends, geographical distribution, research methodologies, participant characteristics, thematic focus, and emerging patterns of perception. The findings reveal a substantial increase in research after 2020, particularly following the expansion of generative AI and digital accessibility tools. Most studies reported positive perceptions regarding AI use for academic assistance, mobility support, communication, independent learning, and inclusive participation. However, notable fears were also identified, including concerns over job replacement, digital exclusion, affordability, inaccessible interfaces, and overreliance on automated systems. The review highlights significant gaps in literature, including limited studies from developing countries, underrepresentati