Gambacorta Valeria, Stivalini Davide, Granieri Niccolò, Marchi Raffaella, Fabbri Alessia, Viola Pasquale, Astorina Alessia, Fastelli Ambra, Ricci Giampietro, Orzan Eva
Section of Otorhinolaryngology, Department of Medicine & Surgery, University of Perugia, 06126 Perugia, Italy.
Audiology and Otorhinolaryngology Unit, Institute for Maternal and Child Health IRCCS "Burlo Garofolo", 34137 Trieste, Italy.
Audiol Res. 2025 Jun 6;15(3):66. doi: 10.3390/audiolres15030066.
BACKGROUND/OBJECTIVES: with the aim of describing how students and their teachers perceive and define their hearing and auditory experience in the classroom, we present the results of a questionnaire that examined the listening challenges faced by students and teachers at the University of Perugia and in four secondary schools in Friuli-Venezia Giulia, Italy.
A survey was developed as part of the A.Ba.Co. project (Overcoming Communication Barriers). Closed or open-ended questions were used to analyze the responses of students and teachers regarding diagnosed or only perceived hearing difficulties in daily life and the quality of listening in school classes.
Hearing difficulties, either clinically diagnosed or only perceived, were reported by 8-9% of students. Between teachers, the reported hearing difficulties were 27.1% in high school and 12% at university ( < 0.001). The most frequent reason for less-than-optimal ease of listening in class differed between the two educational levels; 45.8% of high school students blamed it on the noise in the room compared to 18.2% of university students ( < 0.001). Inversely, 40.9% of university students connected listening difficulty with their place in class compared to 9.5% (101/1065) of high school students ( < 0.001).
Although the minimum acoustic requirements for educational facilities have been established by the UNI 11532-2 standard, it is speculated that the majority of high school and university classrooms in Italy do not meet optimal listening conditions. Furthermore, the reasons for students' poor listening quality appear to not be fully understood, neither by students nor by teachers. In addition to the need for greater attention to physical learning spaces (advocating the universal design principles), effective change will also need to involve a greater awareness of what the barriers to listening are and how much they influence both teaching and learning quality and effectiveness.
背景/目的：为了描述学生及其教师如何看待和界定他们在课堂上的听力及听觉体验，我们展示了一份调查问卷的结果，该问卷调查了佩鲁贾大学以及意大利弗留利-威尼斯朱利亚大区四所中学的学生和教师所面临的听力挑战。
作为A.Ba.Co.项目（克服沟通障碍）的一部分开展了一项调查。采用封闭式或开放式问题来分析学生和教师对于日常生活中已确诊或仅感觉到的听力困难以及课堂听力质量的回答。
8%-9%的学生报告存在听力困难，无论是临床诊断的还是仅感觉到的。在教师中，高中教师报告的听力困难率为27.1%，大学教师为12%（P<0.001）。两个教育水平的课堂上听力舒适度欠佳的最常见原因有所不同；45.8%的高中生将其归咎于教室噪音，而大学生中这一比例为18.2%（P<0.001）。相反地，40.9%的大学生将听力困难与他们在教室中的位置有关，而高中生中这一比例为9.5%（101/1065）（P<0.001）。
尽管UNI 11532-2标准已规定了教育设施的最低声学要求，但据推测，意大利的大多数高中和大学教室并未达到最佳听力条件。此外，学生和教师似乎都没有完全理解学生听力质量差的原因。除了需要更加关注物理学习空间（倡导通用设计原则）之外，有效的改变还需要提高对听力障碍是什么以及它们对教学和学习质量及效果有多大影响的认识。
