Educators’ perspectives on the ecological determinants of well-being among Iranian deaf and hard-of-hearing university students: A qualitative multiple-case study

Abstract

In today’s evolving educational landscape, student well-being is increasingly recognized as a cornerstone of academic success. This study examines educators’ perspectives on the ecological determinants of well-being among Iranian Deaf and Hard-of-Hearing (DHH) university students using an interpretive qualitative multiple-case design and inductive thematic analysis. Guided by Bronfenbrenner’s ecological model, the research explores the dynamic interplay of factors in micro- and macro-level of educational ecology that shape DHH students’ experiences in a specialized higher education setting in Tehran, Iran. Data were collected through semi-structured interviews and narrative frames with 18 experienced university instructors – both hearing and DHH – each with a minimum of three years of teaching experience with DHH students in higher education. Findings reveal that, at the micro-level, empowering students, optimizing teaching methods, and ensuring instructional accountability significantly enhance DHH student well-being, while at the macro-level, the creation of a supportive, inclusive environment and the facilitation of effective communication are pivotal in promoting equity and overall success. These findings underscore the value of understanding DHH students’ experiences in an educational ecology and offer a robust foundation for reimagining higher education practices, guiding policy development, and designing targeted professional training programs.