AI as a conditional accessibility resource in deaf EFL higher education: instructor perceptions from an Iranian university context

A qualitative study explored the perceptions of university instructors regarding the use of Artificial Intelligence (AI) tools in teaching English to Deaf and hard-of-hearing (DHH) students within an Iranian higher education context. The research involved semi-structured interviews with 12 instructors to understand their views on generative AI, machine translation, captioning, speech-to-text, grammar feedback, image generation, and visualization tools, particularly in a multilingual and multimodal learning environment.

This study is strategically important for understanding how AI can enhance educational accessibility for specific student populations, particularly DHH learners in complex linguistic environments. Insights gained can inform the development of more inclusive educational technologies and teaching methodologies, fostering equitable learning opportunities globally.

The study focused on instructor perceptions of AI tools for teaching English to Deaf and hard-of-hearing students.

Forward consideration, not a verified fact.