Emerging Drivers Shaping the Future of Audiology Education: A Systematic Review
Abstract
Background and aim: Hearing loss already affects about 1.5 billion people worldwide and is expected to reach 2.5 billion by 2050. Traditional audiology training struggles to keep pace with rapid changes in technology, workforce needs and regulation. Earlier reviews have examined isolated educational interventions. This systematic review maps the broader macro-environmental forces reshaping audiology education and identifies directions for curriculum reform.
Recent findings: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guideline, 847 records were identified, 644 records were screened, and 50 sources (2000–2025) were included. Directed qualitative content analysis mapped findings onto a tailored social, technological, economic, environmental, political and values (STEEPV) framework, applying a foresight and horizon-scanning approach to macro-environmental driver identification (technological; workforce and social/economic; regulatory and policy; values-driven curriculum innovations). Technological drivers (artificial intelligence [AI], tele-audiology, connected devices), workforce pressures (task-sharing, competency-based education), curriculum innovations (simulation, interprofessional education, public-health content) and regulatory shifts (over-the-counter [OTC] devices, accreditation standards) interact to produce an adaptation gap between clinical practice and educational preparation.
Conclusion: Audiology programmes need to move beyond device-specific training toward durable capabilities: strong scientific foundations, clinical reasoning, digital and basic AI literacy, person-centred communication, ethical judgement, adaptability, innovation and lifelong learning. Competency-based and interprofessional frameworks can help translate these capabilities into observable outcomes while preparing graduates for supervisory and system-level roles. The mapped drivers provide a structured foundation for proactive, context-sensitive curriculum redesign.
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11. Hiltunen E. Good Sources of Weak Signals: A Global Study of Where Futurists Look for Weak Signals. J Futures Stud. 2008;12(4):21-44.
12. Bamford J, Beresford D, Mencher G, DeVoe S, Owen V, Davis A. Provision and fitting of new technology hearing aids: implications from a survey of some 'good practice services' in UK and USA. In: Seewald R, Gravel J, editors. A sound foundation through early amplification: proceedings of the Second International Conference. Chicago: Phonak AG; 2002. p. 213-219.
13. Morgan SD, Zeng FG, Clark J. Adopting Change and Incorporating Technological Advancements in Audiology Education, Research, and Clinical Practice. Am J Audiol. 2022 Sep 21;31(3S):1052-1058. DOI: 10.1044/2022_AJA-21-00215
14. Murdin L, Sladen M, Williams H, Bamiou DE, Bibas A, Kikidis D, Oiknonomou A, Kouris I, Koutsouris D, Pontoppidan NH. EHealth and Its Role in Supporting Audiological Rehabilitation: Patient Perspectives on Barriers and Facilitators of Using a Personal Hearing Support System With Mobile Application as Part of the EVOTION Study. Front Public Health. 2022 Jan 14;9:669727. DOI: 10.3389/fpubh.2021.669727
15. D'Onofrio KL, Zeng FG. Tele-Audiology: Current State and Future Directions. Front Digit Health. 2022;3:788103. [DOI:10.3389/fdgth.2021.788103]
16. Swanepoel de W, Hall JW 3rd. A systematic review of telehealth applications in audiology. Telemed J E Health. 2010;16(2):181-200. [DOI:10.1089/tmj.2009.0111]
17. Quar TK, Lim YF, Rashid MFN, Chu SY, Chong FY. The Influence of Remote Hearing Aid Adjustment Technology on the Current Practice of Tele-Audiology among Audiologists in Malaysia. J Am Acad Audiol. 2024 Jul;35(7-8):204-213. DOI: 10.1055/s-0044-1791214
18. Mahomed F, Swanepoel de W, Eikelboom RH, Soer M. Validity of automated threshold audiometry: a systematic review and meta-analysis. Ear Hear. 2013;34(6):745-52. [DOI:10.1097/01.aud.0000436255.53747.a4]
19. Imanipour M, Ebadi A, Monadi Ziarat H, Mohammadi MM. The effect of competency-based education on clinical performance of health care providers: A systematic review and meta-analysis. Int J Nurs Pract. 2022;28(1):e13003. [DOI:10.1111/ijn.13003]
20. Janssens O, Embo M, Valcke M, Haerens L. When theory beats practice: the implementation of competency-based education at healthcare workplaces: Focus group interviews with students, mentors, and educators of six healthcare disciplines. BMC Med Educ. 2023;23(1):484. [DOI:10.1186/s12909-023-04446-3]
21. Coco L, Piper R, Marrone N. Feasibility of community health workers as teleaudiology patient-site facilitators: a multilevel training study. Int J Audiol. 2021;60(9):663-76. [DOI:10.1080/14992027.2020.1864487]
22. Kanji A, Watermeyer J. Simulation-Based Approaches for Training Communication and Counseling Skills in Clinical Education in Audiology: A Scoping Review. Am J Audiol. 2024;33(4):1395-407. [DOI:10.1044/2024_AJA-24-00097]
23. Naeve-Velguth S, Christensen SA, Woods S. Simulated patients in audiology education: student reports. J Am Acad Audiol. 2013;24(8):740-6. [DOI:10.3766/jaaa.24.8.10]
24. Bakhos D, Galvin J, Aoustin JM, Robier M, Kerneis S, Bechet G, et al. Training outcomes for audiology students using virtual reality or traditional training methods. PLoS One. 2020;15(12):e0243380. [DOI:10.1371/journal.pone.0243380]
25. Pollard R, Hogan S. Parental and Practitioner Views of Telepractice for Pediatric Auditory Verbal Habilitation at a Time of Global Pandemic. Perspect ASHA Spec Interest Groups. 2021;6(6):1832-56. [DOI:10.1044/2021_PERSP-21-00062]
26. Alanazi AA, Nicholson N, Thomas S. The Use of Simulation Training to Improve Knowledge, Skills, and Confidence Among Healthcare Students: A Systematic Review. Internet J Allied Health Sci Pract. 2017;15(3):2. [DOI:10.46743/1540-580X/2017.1666]
27. Muñoz K. Counseling Skill Development in Audiology: Clinical Instruction Considerations. Semin Hear. 2018;39(1):9-12. [DOI:10.1055/s-0037-1613701]
28. Whicker JJ, Muñoz KF, Butcher GM, Schultz JC, Twohig MP. Counseling Training in AuD Programs: A Syllabi Review. Hear J. 2017;70(8):39. [DOI:10.1097/01.HJ.0000524323.42011.95]
29. Khumalo G. Speech-Language Pathology and Audiology Students’ Understanding and Experiences of Counseling A Qualitative Pilot Study. Int J Learn High Educ. 2024;31(2):1-15. doi: 10.18848/2327-7955/CGP/v31i02/1-15
30. Warren SE, Levy M. Public health frameworks in audiology education: rationale and model for implementation. Perspect ASHA SIGs. 2021;6(6):1513-25. [DOI:10.1044/2021_PERSP-21-00087]
31. Olusanya BO, Neumann KJ, Saunders JE. The global burden of disabling hearing impairment: a call to action. Bull World Health Organ. 2014 May 1;92(5):367-73. DOI: 10.2471/BLT.13.128728
32. Arnos KS, Della Rocca MG, Karchmer MA, Culpepper B, Cohn WF. Genetics content in the graduate audiology curriculum: a survey of academic programs. Am J Audiol. 2004 Dec;13(2):126-34. DOI: 10.1044/1059-0889(2004/017)
33. Vento BA. The effective use of case-based learning in audiology education. Presented at: 2015 CAPCSD Annual Conference; 2015 Apr 17; Newport Beach, CA.
34. Ramkissoon I. Graduate Audiology Education and Student Perspectives on Over-the-Counter Hearing Aid Devices. Perspect ASHA Spec Interest Groups. 2022;7(6):1812-8. [DOI:10.1044/2022_PERSP-22-00120]
35. Lett C, Welch D, Dobson R. Remote or in-clinic? The effect of service delivery mode on hearing aid output: study protocol for a double-blinded, randomised trial in adults with mild to moderate sensorineural hearing loss. Trials. 2024 Apr 12;25(1):256. DOI: 10.1186/s13063-024-08068-y
36. Arja SB, White BA, Fayyaz J, Thompson A. The impact of accreditation on continuous quality improvement process in undergraduate medical education programs: A scoping review. MedEdPublish (2016). 2024 May 23;14:13. DOI: 10.12688/mep.20142.2
37. Grenness C, Hickson L, Laplante-Lévesque A, Davidson B. Patient-centred care: a review for rehabilitative audiologists. Int J Audiol. 2014 Feb;53 Suppl 1:S60-7. DOI: 10.3109/14992027.2013.847286
38. Interprofessional Education Collaborative. Core competencies for interprofessional collaborative practice: 2016 update. Washington (DC): Interprofessional Education Collaborative; 2016.
39. James J, Chappell R, Mercante DE, Gunaldo TP. Promoting Hearing Health Collaboration Through an Interprofessional Education Experience. Am J Audiol. 2017;26(4):570-5. [DOI:10.1044/2017_AJA-17-0040]
40. Davis T, Choi D, Gordon-Hickey S, Estis J. Interprofessional Collaborative Practice Trends Between Speech-Language Pathologists and Audiologists. J Allied Health. 2021 Summer;50(2):104-10.
41. Mahomed-Asmail F, Nicholson N, Metcalfe L, Rutherford C, Alet Graham M, Watson V, Regan C, Hussain S. Enhancing audiology students' understanding of person-centered care: insights from an multi-national virtual student conference. Int J Audiol. 2025 Apr;64(4):336-342. DOI: 10.1080/14992027.2024.2344097
42. Mahomed-Asmail F, Coco L, Robler SK. Asynchronous telepractice in audiology: feasibility and implementation. Perspect ASHA Spec Interest Groups. 2025;10(6):2225-34. [DOI:10.1044/2024_PERSP-24-00219]
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How to Cite
1.
Nilforoush MH, Hosseini Moghadam M, Mahmoudian S, Yamani N. Emerging Drivers Shaping the Future of Audiology Education: A Systematic Review. Aud Vestib Res. 2026;.
