Abstract
This qualitative study investigated the views of teachers at a university in the Riyadh Region toward blended learning for students who were deaf or hard of hearing. Adopting a phenomenological approach, semi-structured interviews were used to collect experiential data from three faculty teachers. The content analysis tool was also used. Participants experiences in using blended learning with students who were deaf or hard of hearing were overwhelmingly positive. Minor challenges incurred when implementing blended learning could be overcome when educators were committed to this type of instruction and created the required curriculum. Recommendations to increase higher education access and opportunities for individuals who are deaf or hard of hearing include training instructors in blended learning and issue binding university decisions for its use. These recommendations are consistent with Saudi Arabia's vision for digital transformation by 2030.