Artificial Intelligence for Supporting College Students with AttentionDeficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives.
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| Title: | Artificial Intelligence for Supporting College Students with AttentionDeficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives. |
|---|---|
| Authors: | Deep, Promethi Das1 pxd033@shsu.edu, Ghosh, Nitu2, Natoli, Adam P.3 |
| Source: | International Journal on Social & Education Sciences (IJonSES). 2026, Vol. 8 Issue 1, p1-17. 17p. |
| Subject Terms: | *Attention-deficit hyperactivity disorder, *Artificial intelligence, *Assistive technology, *Ethical problems, *Emotion regulation, *Higher education, *Digital literacy, Executive function |
| Abstract: | College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC (Education Resources Information Center), SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students’ willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal on Social & Education Sciences (IJonSES) is the property of International Journal on Social & Education Sciences (IJonSES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193105578 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Artificial Intelligence for Supporting College Students with AttentionDeficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Deep%2C+Promethi+Das%22">Deep, Promethi Das</searchLink><relatesTo>1</relatesTo><i> pxd033@shsu.edu</i><br /><searchLink fieldCode="AR" term="%22Ghosh%2C+Nitu%22">Ghosh, Nitu</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Natoli%2C+Adam+P%2E%22">Natoli, Adam P.</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+on+Social+%26+Education+Sciences+%28IJonSES%29%22">International Journal on Social & Education Sciences (IJonSES)</searchLink>. 2026, Vol. 8 Issue 1, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Assistive+technology%22">Assistive technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC (Education Resources Information Center), SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students’ willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal on Social & Education Sciences (IJonSES) is the property of International Journal on Social & Education Sciences (IJonSES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.46328/ijonses.5915 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Attention-deficit hyperactivity disorder Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Assistive technology Type: general – SubjectFull: Ethical problems Type: general – SubjectFull: Emotion regulation Type: general – SubjectFull: Higher education Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Executive function Type: general Titles: – TitleFull: Artificial Intelligence for Supporting College Students with AttentionDeficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Deep, Promethi Das – PersonEntity: Name: NameFull: Ghosh, Nitu – PersonEntity: Name: NameFull: Natoli, Adam P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 26887061 Numbering: – Type: volume Value: 8 – Type: issue Value: 1 Titles: – TitleFull: International Journal on Social & Education Sciences (IJonSES) Type: main |
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