{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T06:18:20Z","timestamp":1787811500503,"version":"build-2784847793"},"reference-count":43,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T00:00:00Z","timestamp":1787788800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Educ."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Students who are Hard of Hearing (SHH) have distinct sensory, communicative, and academic needs that differ markedly from those of Deaf students, yet AI educational technologies have largely been developed for Deaf learners or hearing populations, leaving a critical gap for this population in mainstream settings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study aimed to identify the required functions of AI technologies for SHH in Saudi educational environments, as perceived by specialist faculty members with expertise in hearing loss education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A qualitative design was employed, generating data through semi-structured interviews with ten university faculty members specializing in hearing loss within special education departments across five geographic regions of Saudi Arabia. Data were analyzed using thematic analysis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Four interconnected domains of required AI functions emerged: hearing functions, visual functions, instructional functions, and communicational functions. Together, these domains constitute a comprehensive framework specifying the AI capabilities essential for supporting SHH students' sensory access, academic participation, communicative development, and social inclusion within mainstream educational settings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings underscore that SHH students' distinct communication modalities, residual hearing utilization, and mainstream educational placement necessitate AI solutions designed specifically for this population, rather than adapted from tools developed for Deaf learners. The study carries direct implications for Saudi educational policymakers and AI developers operating within the Vision 2030 framework, providing an empirically grounded specification of development priorities for integrated, HH-specific AI educational systems.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/feduc.2026.1901716","type":"journal-article","created":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T05:34:42Z","timestamp":1787808882000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Required functions of AI technologies for students who are hard of hearing: perspectives of special education faculty in Saudi Arabia"],"prefix":"10.3389","volume":"11","author":[{"given":"Mubarak","family":"Alanazi","sequence":"first","affiliation":[{"name":"Special Education Department, Education Faculty, Jouf University","place":["Sakaka, Saudi Arabia"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,27]]},"reference":[{"key":"B1","first-page":"1","article-title":"Intelligent learning systems for inclusive education in Ghana: towards an effective engagement with hard of hearing students","author":"Abosi","year":"2022"},{"key":"B2","doi-asserted-by":"publisher","first-page":"71","DOI":"10.1080\/20473869.2020.1836943","article-title":"Teachers\u2019 use of assistive technology in Saudi special education schools: a mixed-methods enquiry","volume":"50","author":"Abu-Alghayth","year":"2022","journal-title":"Br. 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