Thriving in darkness: A qualitative inquiry into meaning in life,gratitude,and joy among the congenitally blind individuals

Study design

This study adopted an exploratory qualitative research design using semi-structured interviews to explore the experiences of congenitally blind postgraduate students in Pakistan’s Punjab province. The primary focus was on how the participants constructed personal meaning in life and how they perceived and experienced the emotional strengths of gratitude and joy. This approach allowed for the generation of rich contextualized narratives and the emergence of data-driven insights. This study followed the Standards for Reporting Qualitative Research (SRQR) to ensure methodological rigor and transparency (O’Brien et al., 2014).

Ethical considerations

Ethical approval for the study was obtained from the relevant Institutional Review Board (IRB). Participants were fully informed of the study’s purpose, procedures, and ethical safeguards, including their right to withdraw from the study at any stage. Written informed consent was obtained from all the participants. Interviews were audio-recorded with consent and used solely for research purposes. All digital files were stored on password-protected devices accessible only to the research team, and identifying information was removed during transcription to maintain the anonymity and confidentiality of the participants.

Study participants

The study sample included 16 university students with congenital blindness aged 25–30 years, recruited from public and private universities in Punjab, Pakistan. Participants were selected via purposive sampling to ensure they were a good fit for the research objectives.

Congenital blindness was defined as either vision loss or severe visual impairment since birth and diagnosed as blindness (World Health Organization, 2019) within the first year of life. The criterion for student inclusion was that they had to be blind since birth and were currently pursuing a postgraduate degree in various universities across Pakistan. They were pursuing a range of fields, including Islamic Studies, History, Urdu Literature, Linguistics, Political Science, Special Education, Sociology, and Media and Mass Communication. Those with acquired blindness (i.e., vision loss occurring later in life due to accident or illness), partial visual impairment, or any other physical or sensory disabilities were excluded to maintain a homogeneous sample. Participants were identified and recruited through their respective universities’ disability support offices. All participants confirmed their respective diagnoses, either via institutional documentation or detailed self-report. Most of them reported hereditary causes for blindness, which encompassed notions such as parental blindness, a close familial history, or consanguineous marriages, while a few declared that there was no known family history. The reported diagnoses included congenital cataracts, congenital coloboma, and optic nerve lesions (i.e., optic nerve atrophy). Moreover, all participants were unmarried to maintain sample homogeneity and were selected based on shared demographic and experiential criteria, including gender, educational background, university affiliation, and their current residence.

Data collection

Data were collected through semi-structured interviews to explore the meaning of life, gratitude, and joy among students who have been blind since birth. The interview guide was developed after a detailed review of the literature on higher education for visually impaired students, including works by Iqbal et al. (2022), Zahoor (2019), and Rahman (2022), as well as qualitative research methods from Creswell and Poth (2016) and Edwards and Holland (2022). This method made sure that the guide prompted thorough and meaningful responses while allowing space to explore new topics that arose. To ensure transparency and replicability, the full set of interview questions is shown in Box 1.

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Box 1.

Semi-Structured Interview Questions.

What does “meaning in life” mean to you, and how do you search for meaning in your life? In your life, for which things do you feel most grateful to God? How do you experience the feeling of gratitude, and what role does this feeling play in your life? What things bring you joy in your life?

Interviews were conducted either in person or by telephone, depending on what was accessible or preferred by participants. Each interview lasted about 1 hr and took place in a formal yet conversational style to encourage openness and comfort. The researcher also noted participants’ nonverbal behavior, such as body language, facial expressions, tone of voice, pauses, and other vocal cues. Differences between in-person and telephone interviews were noted, especially regarding the depth of responses and the richness of nonverbal communication. The informed consent process included a comprehensive briefing on the study’s objectives, procedures, and participants’ rights, including the right to withdraw at any stage without any consequences. Interviews began with broad, rapport-building questions to establish comfort before progressing to more focused prompts aligned with the study’s key themes. All interviews were conducted in Urdu and audio-recorded with participants’ permission. Recordings were transcribed verbatim and translated into English for analysis. Transcripts were cross-checked against the audio files to ensure accuracy and fidelity.

Reflexivity

The first author conducted all the interviews and had previous academic and field experience with individuals who have visual impairments. This background helped build trust and foster understanding. To keep participants’ voices at the forefront and avoid letting preconceptions affect the analysis, all authors maintained reflexivity throughout every step of Braun and Clarke’s thematic analysis. During the phases of data collection, coding, and theme development, the research team engaged in ongoing critical self-reflection. They kept reflexive journals and held regular discussions to review their assumptions and interpretations. This teamwork and repeated reflexive process improved transparency, reduced bias, and ensured that both the data and the themes that were generated were interpreted carefully and honestly.

Data analysis

Data were analyzed using Braun and Clarke’s (2012) six-phase thematic analysis framework. This framework was chosen for its flexibility and suitability in finding, studying, and reporting patterns in qualitative data. This approach allowed for a deep interpretation of participants’ stories, ensuring their experiences were captured in a meaningful and contextual way. All authors actively participated throughout the analysis, with clearly defined roles to improve rigor and transparency. In the first phase, the first author transcribed the interviews and read the transcripts multiple times. The team also reviewed the transcripts, field notes, and reflexive journals together to gain a thorough understanding of the data. In the second phase, the first author manually generated initial codes. The second and third authors reviewed these codes independently to ensure consistency and minimize bias. Related codes were then organized into potential themes in collaboration (Phase 3), followed by a review and refinement of themes (Phase 4) to ensure clarity and distinctiveness.

In Phase 5, themes and subthemes were defined and named to reflect their main ideas, with input from all authors. Finally, in Phase 6, the results were compiled into a narrative supported by participant quotes, capturing the complexity and depth of the lived experiences. This collaborative and iterative process ensured transparency, reflexivity, and credibility in interpreting the qualitative data.

Trustworthiness

To ensure methodological rigor, this study adhered to the trustworthiness criteria outlined by Lincoln et al. (1985), including credibility, transferability, dependability, and confirmability. Credibility was supported through prolonged engagement with the participants and iterative immersion in the data. Trustworthiness was achieved by involving qualitative research experts in the theme-validation process. Informal member checking was conducted by sharing preliminary interpretations with selected participants to validate the findings. Dependability was enhanced through the maintenance of a detailed audit trail, and confirmability was supported by reflexive journaling and collaborative discussions with the research team. Finally, rich and thick descriptions were used to allow readers to assess the applicability of the findings to other settings or populations.

Theme 1: finding meaning in life despite adversities

This overarching theme encapsulates how congenitally blind postgraduate students navigate profound life challenges by constructing meaning, embracing resilience, and seeking personal growth through their experiences. Participants reflected a deep commitment to purposeful living, often grounded in spirituality, optimism, social relationships, and self-determination. Four subthemes were generated: Positive Perspective and Purpose, Meaningful Connections, Embracing Life’s Challenges, and Pursuit of Knowledge and Independence. All these factors combined enable them to transform constraints into meaningful opportunities and build meaningful, fulfilling lives.

Theme 2: gratitude as a psychological strength

Gratitude was identified as a central psychological resource that helped the participants maintain emotional balance, foster resilience, and cultivate a positive outlook on life. Despite living with congenital blindness, the participants expressed deep appreciation for their blessings, social support, and divine guidance. Three subthemes were identified: Sources of Gratitude, Emotional and Spiritual Aspects, and Mental Well-being.

Theme 3: sources of joy

This theme highlights the experiences, interactions, and achievements that foster joy and uplift the spirits of congenitally blind postgraduate students in India. Despite navigating systemic barriers and societal stigma, the participants identified specific elements in their lives that brought emotional enrichment and a sense of satisfaction. Three subthemes were identified: Accomplishment and Recognition, Social Connection and Belongingness, and Engagement and Participation.

Finding meaning in life despite adversities

The study findings revealed that participants actively pursued meaningful lives through goal-setting, spiritual beliefs, social relationships, and a strong desire for independence. These findings are closely aligned with Viktor Frankl et al.’s (1984) logotherapy, which posits that the primary motivational force in humans is the search for meaning. Despite living with a disability, the participants found meaning by embracing life’s challenges, pursuing knowledge, and helping others. This supports Frankl’s assertion that meaning can be found in suffering and responsibility (Frankl, 2024).

In addition, the findings align with Hakkim and Deb's (2021) view that meaning-making enhances psychological resilience in people with disabilities. The emphasis on purposeful living, interpersonal connections, and goal orientation is echoed in Self-Determination Theory (Ryan & Deci, 2000; Ryan & Deci, 2024), which highlights autonomy, competence, and relatedness as essential for psychological well-being. Participants’ desire to be independent and capable resonates with their need for autonomy and competence.

Furthermore, Kaftanski and Hanson (2022) support the current findings, indicating that people with disabilities derive meaning from spiritual beliefs, close relationships, and overcoming adversity. Similarly, Fang et al. (2024) emphasized the central role of purpose in creating a meaningful life, a sentiment reflected in participants’ reflections on self-worth and responsibility.

Gratitude as a psychological strength

The study results also explored the role of gratitude for divine support, academic and social opportunities, and personal strengths. In this context, gratitude served as a coping strategy that fostered optimism and resilience. These findings align with those of Panhwar and Malik (2023), who emphasized the positive role of gratitude in psychological well-being and resilience. The expressions of gratitude were predominantly spiritual, indicating that religion played a central role in the participants’ emotional regulation and worldview. Watkins et al. (2024) found that gratitude toward God was positively associated with spiritual well-being, which complements the current findings. Similarly, Lessy and Huwae (2024) reported that individuals with physical disabilities express gratitude for education, cognition, and supportive relationships.

Interestingly, the concept of downward social comparison was interpreted as a mechanism for fostering gratitude. Participants often contrasted their condition with that of individuals facing more severe disabilities, which helped them appreciate their own capabilities. Nie et al. (2024) confirmed that downward comparisons promote gratitude and self-acceptance in individuals facing adversity. However, the experience of one participant, who struggled to feel grateful and expressed depressive thoughts, highlights the variability in gratitude experiences (Locklear et al., 2023). This exception underscores that gratitude is not universally felt, even among those facing similar challenges in life.

Sources of joy

The current study also identified academic success, recognition, social belonging, and engagement in extracurricular activities as key sources of joy. These findings emphasize the importance of meaningful engagement and positive social experiences in fostering well-being among older adults. According to Positive Psychology, joy arises from fulfilling relationships, meaningful accomplishments, and a sense of belonging (Seligman, 2011). The participants’ narratives resonate with these principles of the theory.

Moreover, the meta-analysis by Kaya and Erdem (2021) highlighted that personal academic achievements significantly contribute to joy and well-being, which mirrors the participants’ emphasis on accomplishments as a source of happiness. The sense of belonging experienced in inclusive educational environments further supports the findings of Heinze et al. (2024) and Manitsa et al. (2024), who reported that inclusion enhances self-esteem and emotional well-being in individuals with visual impairments. In addition, acts of kindness and helping others were identified as joyful experiences, reinforcing research that highlights altruism as a key factor in psychological fulfillment (Kerry et al., 2023). Alcaraz-Rodríguez et al. (2021) also reported that participation in sports, music, and the arts offers joy and confidence to visually impaired students, which aligns with the current findings on engagement and participation.

Thus, this study offers valuable insights into human flourishing among visually impaired individuals, extending key psychological theories. It shows how people with congenital blindness in low-resource, non-Western contexts find meaning, gratitude, and joy, reinforcing the principles of Logotherapy, Self-Determination Theory, and Positive Psychology. These findings highlight the universality of purpose, autonomy, and resilience, broadening the relevance of these theories to underrepresented populations in the literature.

Strengths and limitations

This study offers an in-depth exploration of the psychological well-being of congenitally blind individuals, an area often underrepresented in qualitative research. Using in-depth interviews, the study captures rich contextual insights into meaning-making, gratitude, and sources of joy, offering valuable contributions to the development of strength-based interventions. However, this study has some limitations. First, the study sample was small, involving only 16 postgraduate students. This was due to the rarity of congenital blindness and the limited availability of participants at the postgraduate level. In addition, the study’s focus was exclusively on individuals who are congenitally blind, leaving out those who have acquired blindness and might have different experiences altogether. The participants were all recruited from universities in Punjab province, which narrows the ethnic and regional diversity of the sample. In future research, it would be beneficial to include participants from various provinces and ethnic backgrounds to gain a more comprehensive understanding of the challenges visually impaired students face in Pakistan. Finally, most of the participants came from middle-class families, with just a few from lower-middle-class backgrounds. Financial status turned out to be a significant factor affecting educational opportunities, access to assistive technology, and the level of institutional support available. This underscores the importance of examining how socioeconomic background influences access to inclusive higher education for students with disabilities.

Implications for educators, therapists, and policymakers

These findings underscore the importance of fostering environments that nurture meaning, gratitude, and joy among individuals with visual impairments. Educators should create inclusive academic spaces that recognize the strengths and aspirations of blind students, while therapists should incorporate meaning-centered and gratitude-based approaches to enhance resilience and emotional well-being. Policymakers should support initiatives that promote accessible education, emotional support systems, and community engagement opportunities, ensuring that individuals with visual impairments are not only accommodated but also empowered to thrive.