Flipped learning and AI-supported itineraries for neurodivergent learners: a case study in ancient history

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classroom model, the approach shifts the centre of gravity of learning to the students, who are asked to engage with historical content through autonomous preparation, artificial intelligence (AI)-supported tasks, and collaborative in-class activities.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.