ESPLAT 2025 conference: Scientific thinking in challenging times

Neurodivergency (ND) is an umbrella term, encompassing a range of experiences, such as autism, attention deficit hyper-activity disorder and dyslexia. Due to the sub-categories of disability that neurodivergent individuals may identify with (including cognitive or learning difficulties, or mental health conditions), the exact number in HE is difficult to ascertain, although data showed students with a registered disability had poorer outcomes than students without a disability at various timepoints in their degree (OfS, 2023). Learning and Teaching within Psychology should be geared towards inclusive and intersectional practices, empowering students with diverse needs in their understanding of the subject. Additionally, doing participatory research with ND academics contributes to understanding better cognitive support for executive dysfunction. Current educational approaches are not sufficient to help our ND population thrive; we need to look for avenues that could help countermeasure the often limited resources allocated.
Our research aim has been using our expertise in ND to co-create with our participants who have lived-experience of neurodivergence a ‘tool-box’ of AI resources to support Learning and Teaching in Psychology, recognising there is no ‘one-size-fits-all’ approach. Developing ND-specific guidance around AI fosters critical thinking by removing accessibility barriers, supporting individuals beyond neurodivergency. This ‘tool-box’ captures their experiences on how these resources support ‘the hidden curriculum’ of academic skills. We would like to use this discussion session to briefly present our findings, and then support a roundtable discussion about how AI can be used to foster scientific thinking while retaining an inclusive and intersectional focus.