Neurodiverse Education and Chatbots as Personalized Learning Tools: Opening the Research Agenda

Abstract

Approximately 15-20% of the global population is neurodiverse, including individuals with autism, Attention-Deficit/Hyperactivity Disorder, and dyslexia, who often face challenges in communication, social interaction, and sensory processing, leading to educational disengagement. Technology, particularly chatbots, offers potential solutions by providing personalized learning tailored to neurodiverse needs. However, research exploring this potential remains limited. The author examine how chatbots can provide personalized learning experiences tailored to the unique needs of neurodiverse students. This multidisciplinary review, grounded in Self-Determination Theory, explores how chatbots can enhance competency, autonomy, and relatedness for neurodiverse learners. Drawing on existing research and the lead author’s lived experience with over 100 neurodiverse individuals and as a parent of an autistic adolescent, the study proposes a framework for integrating chatbots into education. It provides actionable recommendations for educators, researchers, and policymakers to improve engagement and empowerment for neurodiverse students. By aligning with the UN’s Sustainable Development Goal 4, this research supports inclusive, equitable education and lifelong learning opportunities for neurodiverse individuals.