Flipped learning and AI-supported itineraries for neurodivergent learners : a case study in ancient history.
Heredia Chimeno, Carlos (Universitat Autònoma de Barcelona)

Date:	2026
Description:	9 pàg.
Abstract:	This article presents a proposal for personalised learning itineraries in the field of Ancient History, designed specifically for neurodivergent university students, particularly those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or dyslexia. Drawing on the flipped classroom model, the approach shifts the centre of gravity of learning to the students, who are asked to engage with historical content through autonomous preparation, artificial intelligence (AI)-supported tasks, and collaborative in-class activities. Two differentiated learning paths are outlined: one structured and linear and one open and creative. Both incorporate digital tools, such as Google Forms and Canva, and regulation strategies to support executive functioning and autonomy. The article discusses the inclusive potential of this model and reflects on how the integration of AI reshapes historical learning and critical engagement.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; Versió publicada
Subject:	Flipped classroom ; Neurodivergence ; Ancient history ; Inclusive pedagogy ; Artificial intelligence
Published in:	Journal of Classics Teaching, Vol. 2026 (2026) , p. 1-9, ISSN 2058-6310

DOI: 10.1017/S2058631026100956

9 p, 254.7 KB

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