PP423 - Faculty Perspectives on Hearing Assistive Technology in Higher Education A Thematic Analysis

Abstract: This study explores faculty perspectives on over-the-counter (OTC) hearing aids and AirPods used as hearing assistive technology in higher education. Semi-structured interviews with faculty members from diverse institutions will provide insights into knowledge, attitudes, and concerns about these devices. Thematic analysis of interview data will identify common themes to inform policy development, faculty training, and accessibility initiatives. Findings aim to promote equitable learning environments for students with hearing loss while addressing emerging trends in assistive technology adoption.

Summary: This qualitative study investigates higher education faculty perspectives on emerging hearing assistive technology, including over-the-counter (OTC) hearing aids and Apple AirPods used as assistive listening devices in the classroom. Despite increasing accessibility of hearing technology, limited research examines faculty awareness, attitudes, and perceived challenges associated with integrating these devices into classroom environments. Understanding faculty viewpoints is essential for creating supportive policies, accessibility initiatives, and professional development that improve outcomes for students with hearing loss.

Participants include 12–20 faculty members from technical colleges, community colleges, and universities. Recruitment occurs via email invitations, with inclusion criteria specifying current teaching roles and age 18 or older. After informed consent, participants complete a brief demographic questionnaire and participate in a 30–45 minute semi-structured interview conducted virtually. Interviews are audio-recorded, transcribed, and de-identified. A thematic analysis approach is used to code transcripts and identify recurring patterns, providing a nuanced understanding of faculty perceptions.

Preliminary themes are anticipated to explore device acceptance, awareness of emerging technology, perceived benefits, and concerns about equity, academic integrity, and teaching challenges. Insights from these findings inform institutional strategies to support accessible classrooms through evidence-based policy and faculty education.

This research is selected as a fundamental instructional level presentation because it provides foundational insights for audiologists, educators, and administrators without requiring prior expertise in hearing assistive technology. It introduces emerging technology trends, faculty perspectives, and implications for accessibility, making it suitable for a broad audience seeking to expand their knowledge base.

Results are presented at the 2026 American Academy of Audiology (AAA) conference and may be published in peer-reviewed journals. The study’s contribution lies in addressing a gap in literature about faculty attitudes toward rapidly evolving assistive technologies, positioning findings to inform future research, institutional policy, and accessibility practices.