Optimizing learning environment: Exploring teachers' experiences in teaching pupils with hearing impairment in inclusive primary Schools in Tanzania

Abstract This study explored teachers' experiences in teaching pupils with hearing impairment in inclusive primary schools in Tanzania. It was guided by the Systematic Approach for Adapting the Learning Environment model of inclusion and Bronfenbrenner's Ecological Systems Theory. The study examined how the classroom environment, resources and systemic factors affect the inclusion of pupils with hearing impairment. A qualitative research approach and multiple‐case study research design were employed, involving 18 participants across four inclusive primary schools. Data were collected through semi‐structured interviews, classroom observations and document reviews and were analysed thematically. The findings revealed that teachers faced significant challenges in teaching pupils with hearing impairment within inclusive classrooms. These challenges were categorized into three main areas including; (a) educational system‐related challenges, including the rigidity of the competence‐based curriculum and limited curriculum adaptation; (b) resource‐related challenges, such as shortages of trained teachers, interpreters and assistive materials and (c) pupil‐related challenges arising from diverse learning needs and multiple disabilities among pupils with hearing impairment. The findings indicate that although inclusive education policies exist in Tanzania, classroom realities reveal inadequate preparation and support for effective inclusion. The study concludes that inclusive education for pupils with hearing impairment remains largely symbolic without systematic adaptation of learning environments, adequate resources and teachers' competencies. It recommends government efforts to strengthen teacher training in sign language, invest in assistive technologies and adapt curricula and assessments to cater to the learning needs of pupils with hearing impairment. These measures would ensure that inclusion becomes meaningful, equitable and aligned with both national policy commitments and global standards for inclusive education.