This Systematic Literature Review (SLR) explores the application of technology in teaching and learning among students with hearing impairments, a critical area in inclusive education. Despite advances in educational technology, challenges persist in ensuring equitable access and effective learning outcomes for Deaf and Hard of Hearing (DHH) students. This review addresses the gap by systematically analyzing existing studies to identify how technology supports the educational needs of this population. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a comprehensive search was conducted using two major academic databases, Web of Science and Scopus, yielding 39 primary studies for analysis. The findings were thematically categorized into three core areas: (1) Technological Innovations for DHH Education, highlighting the use of assistive tools such as speech-to-text systems, captioning, and visual learning platforms; (2) Pedagogical Strategies and Inclusive Education, which examines teaching methods, curriculum adaptations, and teacher training that enhance technology integration; and (3) Accessibility Challenges and Equity, addressing barriers such as device usability, digital literacy gaps, and systemic inequalities in access to educational technologies. The review reveals a growing interest in technology-enhanced learning for DHH students but also underscores the need for more inclusive design, policy support, and empirical evaluation. This study contributes valuable insights for educators, policymakers, and developers aiming to create more accessible and effective learning environments for hearing-impaired learners.
Alit et al. (Thu,) studied this question.
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