Academic Procrastination as a Barrier to Sustainable and Inclusive Education for Students with Hearing Impairment
DOI:
https://doi.org/10.57235/jpkp.v2i2.9175Keywords:
Self-regulated learning; Educational accessibility; Academic engagement; Equitable participationAbstract
This study examines academic procrastination as a significant barrier to sustainable and inclusive education among students with hearing impairment. Academic procrastination—delaying assignments, examination preparation, and other learning responsibilities—can reduce academic engagement, achievement, confidence, and long-term educational participation. Students with hearing impairment may be particularly vulnerable because of communication barriers, limited access to instructional content, inadequate assistive technology, insufficient teacher support, and feelings of social isolation. Using a descriptive research approach, the study explores the level of academic procrastination and its relationship with task management and academic engagement among students with hearing impairment. The findings indicate a moderate-to-high level of procrastination, accompanied by moderate task-management skills and comparatively limited academic engagement. Delayed academic behaviour appears to be associated with difficulties in understanding instructions, managing time, accessing learning resources, and seeking timely assistance. These challenges undermine the principles of inclusive education by restricting equitable participation and may threaten educational sustainability by increasing the risk of poor performance, disengagement, and discontinuation of studies. The study highlights the need for accessible classroom communication, sign-language support, captioned digital resources, assistive technologies, structured academic schedules, counselling, peer mentoring, and individualized guidance. Teachers should also adopt flexible, inclusive, and motivating instructional practices that strengthen students’ self-regulation and sense of belonging. Addressing academic procrastination through coordinated institutional and pedagogical interventions can promote equitable learning opportunities, sustained academic participation, and the successful inclusion of students with hearing impairment.
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