HOW CAN EXPERT CONSENSUS METHODS ENHANCE THE DESIGN OF IMMERSIVE LEARNING PRACTICAL MODELS FOR DEAF OR HARD-OF-HEARING STUDENTS IN TVET?

Traditional auditory-based teaching approaches limit the effectiveness of practical skills acquisition for Deaf or Hard-of-Hearing (DHH) students in Technical and Vocational Education and Training (TVET). Despite increased interest in immersive technologies like augmented reality (AR), the field lacks validated, inclusive instructional models tailored to DHH learners. This study addresses this gap by integrating the Nominal Group Technique (NGT) and Fuzzy Delphi Method (FDM) to design and validate an Immersive Learning Practical Skills (ILPS) model. The novelty lies in the combined use of NGT and FDM for consensus-building among experts in AR, gamification, and DHH education—an approach not commonly applied in inclusive model development. Results revealed a strong expert consensus (>97%) on 15 items across three core constructs: Learning Input Medium, Practical Skills Module, and AR Gamification Features. This research offers a replicable and participatory model development process and introduces a validated framework for inclusive immersive learning in TVET. The study contributes new knowledge by demonstrating how expert-driven methods can operationalize inclusive pedagogy through immersive technologies. This study demonstrates how combining FDM and NGT may successfully evaluate inclusive design elements for immersive learning.   The results support the development of a practical skills model with a DHH focus and provide a repeatable framework for inclusive curriculum co-creation. This combination strengthen consensus among 11 panel of experts and according to the study's findings, the NGT and FDM approach has made it simple and quick for researchers to confirm crucial details that should be highlighted. To help DHH students learn more effectively, it is advised that more research be done in collaboration with course designers. To provide a scalable approach for developing immersive, accessible learning environments in specialized educational contexts, this study hopes to demonstrate how effectively NGT and FDM collaborate for inclusive instructional design.