“Interactive lessons are great, but too much is too much”: Hearing out neurodivergent students, Universal Design for Learning and the case for integrating more anonymous technology in higher education

This study investigates the role of neurodivergent (ND) students’ voices in shaping educational experiences and engagement in higher education (HE). There is a significant gap in the literature on incorporating ND students’ voices in curriculum design in HE. By integrating Universal Design for Learning (UDL) elements, this study aimed to enhance cognitive and emotional engagement among ND and neurotypical (NT) students. This study utilised a combination of quantitative and qualitative research methods. Quantitative data were collected over 8 weeks, transitioning from traditional lecture-based teaching to UDL-enhanced sessions. Our findings reveal that UDL strategies benefit ND and NT students, improving their cognitive and emotional engagement. Qualitative results highlighted that traditional lectures often lacked engagement, while interactive activities were generally preferred. However, too much interactivity, particularly in group discussions, was sometimes overwhelming. ND students preferred anonymous, technology-driven interactions and practical tasks, allowing them to participate more effectively in learning. This study underlines the importance of incorporating ND student voices in curriculum design to create supportive and empowering educational environments for all students. By addressing the unique needs of ND students, this research contributes to the ongoing discourse on student voice in HE, emphasising the need for flexible and inclusive teaching practices that offer diverse learning preferences.