<![CDATA[Academic procrastination is a serious obstacle to academic participation, self-regulated learning and sustainable educational development among students with hearing impairment. The present study focused on academic procrastination, task management, and academic engagement and self-regulated learning among students with hearing impairment and the effectiveness of an action-oriented intervention on sustainable learning practices. A descriptive action research design was adopted. 26 students were selected by purposive sampling from Maa Shravanvani School for the Hearing & Speech Divyang, Palanpur, Gujarat. Data were collected through semi-structured interviews, academic progress logs and structured quantitative indicators and analyzed using descriptive statistics, Pearson’s correlation, thematic analysis, and pre–post comparison. Findings indicated the moderate-to-high level of academic procrastination (M = 3.54, SD = 0.68), while task management (M = 2.91), self-regulated learning (M = 2.98), and academic engagement (M = 3.26) were moderate. The most common challenges observed were delayed assignment initiation (69.2%) and difficulty in keeping up with deadlines (61.5%). Academic procrastination was significantly and negatively correlated with self-regulated learning (r = −0.62, p < .001), task management (r = −0.58, p = .002), sustainable learning practices (r = −0.51, p = .008), academic engagement (r = −0.47, p = .015), and academic performance (r = −0.44, p = .025). After the intervention, procrastination reduced from 3.54 to 2.87, along with improvements in task management, self-regulation, engagement, and sustainable learning practices. The results emphasize the necessity of the provision of accessible instruction, visual task planning, self-monitoring and structured educational support to promote independent and sustainable learning for students with hearing impairment.]]>
