Analysing Experiences of Deaf Students in Learning Tourism

Abstract

This study aims to analyze the experiences of deaf students pursuing education at a tourism higher school, specifically focusing on tourism learning that emphasizes practical skills, communication, and direct interaction with the community and tourists. The research employs a qualitative method with a case study approach. It was conducted in 2025 using in-depth interviews with two deaf students. The interviews concentrated on their theoretical and practical learning experiences, communication barriers, special needs, and the support received from the campus environment. The results indicate that deaf students face significant challenges in communication with both their lecturers and classmates. However, they were able to overcome many of these obstacles with support in the form of translators, hearing aids, learning notes from peers, and explanations from lecturers provided through written or visual media. Additionally, the students exhibited a strong enthusiasm for learning and preferred practical, hands-on experiences over theoretical instruction. Support from the surrounding environment, such as family, friends, and lecturers, plays a crucial role in boosting their motivation. The campus facilities were generally considered helpful in enhancing their learning enthusiasm, particularly for deaf students. Nevertheless, improvements are necessary, including the provision of dedicated lecturers for deaf students and consistent access to translation services. This study emphasizes the importance of strengthening inclusive education services at the tourism higher school, including the development of learning methods that are accessible to deaf students. The findings provide a realistic insight into the experiences of deaf students, offering a foundation for enhancing the curriculum, facilities, and tourism education policies to be more accommodating for deaf students in the tourism field.