The canary in the coal mine: what neurodivergent learners reveal about cognitive sustainability in Education 5.0

Education Innovations: Systems and Future Learning

卷:1

Mariann Hardey¹  Ceri Pimblett² 

[1] Durham University , Durham, UK

[2] University of Chester , Chester, UK

关键词: Neurodiversity;    Inclusive design;    Cognitive load theory;    Affective load;    Asynchronous e-learning;    Cognitive sustainability;   

DOI  :  10.1108/EISFL-12-2025-0065

 received in 2025-12-07, accepted in 2026-02-18,  发布年份 2026

来源: Emerald

【 摘 要 】

Purpose Industry 5.0 has accelerated the digital transformation of higher education and lifelong-learning ecosystems, intensifying both opportunity and inequity. Many e-learning environments continue to prioritise efficiency and automation over learner agency and inclusion. This study examines how neurodivergent adults experience cognitive, emotional, and motivational demands within digital learning. Positioned within the human-centred agenda of Education 5.0, it advances principles for inclusive instructional design that promote cognitive sustainability and equitable participation. Design/methodology/approach This bounded case study draws on eleven semi-structured interviews analysed using reflexive thematic analysis to examine how neurodivergent adult learners navigate cognitive, emotional, and motivational demands in authentic asynchronous e-learning environments. Grounded in Cognitive Load Theory (CLT), the study explores experiences across higher-education and lifelong-learning contexts to understand how design features shape cognitive sustainability and inclusion. Findings Three intersecting themes redefine accessibility and engagement in postdigital learning: (1) Agency as Access: learner control over pacing and sequencing is integral to inclusion, with restrictions generating Affective Load; (2) The “McDonald's” Metaphor: superficial gamification heightens Extraneous Load and limits conceptual depth; and (3) The Neurodivergent Learner as the Canary in the Coal Mine: heightened sensitivity to friction exposes systemic weaknesses embedded in industrialised e-learning. Practical implications The study re-theorises “cheating” as “pedagogical repair” and introduces “Affective Load” as a critical dimension of Cognitive Load Theory. It offers design principles that shift focus from compliance-based accessibility to cognitive sustainability. Originality/value This study contributes to postdigital and inclusive-education scholarship by extending CLT within the human-centred strategic agenda of Education 5.0. It introduces Affective Load and Agency-related Load as dimensions of cognitive sustainability, positioning neurodiversity as a diagnostic “canary” for evaluating equity and coherence in learning design.

【 授权许可】

CC BY   
© Mariann Hardey and Ceri Pimblett

【 图 表 】

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