From Barriers to Benchmarks: Artificial Intelligence as an Essential Educational Leveler for Neurodivergent Economics Students at Nasarawa State University, Keffi

Correspondence: Imonday360@gmail.com;   vintsehiliya@nsuk.edu.ng  (IMUV)

https://doi.org/10.5281/zen…

The undergraduate Economics curriculum at Nasarawa State University, Keffi (NSUK), is characterized by high quantitative rigor and dense theoretical frameworks. While these standards ensure academic excellence, they simultaneously create systemic barriers for neurodivergent students those with ADHD, Dyslexia, and Autism who process information non-traditionally. In the resource-constrained environment of Keffi, where specialized disability support is often unavailable, these students face "invisible" hurdles that impede their academic progression. This position paper argues for the formal integration of Artificial Intelligence (AI) as a transformative "educational leveler." It explores how AI tools can mitigate cognitive load, enhance executive functioning, and provide personalized pathways for mastering complex economic concepts. Drawing on the Universal Design for Learning (UDL) framework, the paper posits that AI is not a threat to academic integrity but a necessary assistive technology. It examines specific applications such as AI-driven summarization for macro-economic theories and automated step-by-step logic for econometrics that allow neurodivergent minds to bypass mechanical barriers and reach high-level academic benchmarks. The paper concludes that for NSUK to achieve true educational equity, the university must move beyond traditional pedagogy. It recommends that the Department of Economics and the NSUK Senate adopt "AI-inclusive" policies. By providing structured, ethical access to AI, NSUK can transform the academic journey of neurodivergent students from one of constant struggle to one of measurable achievement, ultimately preserving valuable human capital for the Nigerian economy