Adjustment to the learning environment among university students who are deaf or hard of hearing

Background: Ensuring students who are deaf/Deaf (d/Deaf) or hard of hearing (d/DHH) have access to higher education goes beyond legal compliance but reflects an institution’s commitment to creating educational environments where all learners can fully participate and develop. Objectives: This study explored instructional, psychosocial, and environmental factors influencing adjustment to the learning environment among d/DHH students at the University of KwaZulu-Natal (UKZN). Method: A qualitative design was employed, with semi-structured interviews conducted with 10 purposively sampled d/DHH students across four UKZN campuses (Westville, Pietermaritzburg, Howard College, and Edgewood). UKZN, one of South Africa’s largest and most diverse universities, is recognised internationally for its focus on inclusive education and transformation. Results: Thematic analysis revealed eleven themes, including disclosure of disability, interpreter accessibility, classroom acoustics, and attitudinal barriers. Disclosure was vital for accessing support services, while interpreters were key enablers of participation, though mainly available during lectures. Poor classroom acoustics, lighting, noise, and rapid speech negatively affected interpretation. Attitudinal barriers, limited awareness of Deaf culture among peers, and inflexible teaching practices contributed to alienation and isolation. Nonetheless, supportive lecturers and peers facilitated better adjustment, highlighting the role of inclusive behaviours in enhancing learning experiences. Conclusion: While positive examples of accommodation were noted, significant challenges remain. The findings suggest the need for comprehensive strategies, including awareness, staff training, improved infrastructure, accessible technology, and strengthened disability support units, to foster inclusive environments that promote full participation of d/DHH students in higher education. Contribution: Addressing instructional, psychosocial and environmental barriers is essential for ensuring equitable access to higher education and academic success for d/DHH students. By examining the lived experiences of these students, this study provides valuable insights to inform more effective and inclusive institutional strategies.