Harnessing Generative AI to Overcome Executive Dysfunction in Higher Education: A Case Study

Generative tools such as ChatGPT, Perplexity and Google Gemini have rapidly transformed educational practices across campus environments by providing personalized academic support. This qualitative longitudinal case study examines how such tools can in fact help mitigate challenges linked to a neurodivergent condition called executive dysfunction—a condition that impairs focus, organization, planning, and time management. Using the case study of a student at the University of Toronto (pseudonym "T"), it details the integration of AI for lecture transcription, task management, idea creation, and writing support. The results indicate that when AI is employed as an assistive scaffold rather than a replacement for critical thought, the student demonstrates enhanced metacognitive awareness, more efficient task breakdown, and steadily improved academic performance. These outcomes support the notion that responsible, ethically integrated AI applications can foster inclusive, patient, and personalized learning environments that address individual cognitive profiles and promote independent, self-regulated learning.