Inclusive digital training systems and learning equity in the workplace: evidence from a neurodiverse workforce

Purpose This study aims to investigate how inclusive design features in digital training systems influence learner engagement, perceptions of fairness and training effectiveness, focusing on neurodiverse employees. The research contributes to ongoing debates about learning equity in increasingly diverse and hybrid workplaces by examining behavioral and interface-level inclusivity. Design/methodology/approach A cross-sectional survey of 180 professionals from diverse industries was conducted in India, an emerging economy undergoing rapid digital transformation in workforce development. Validated scales measured perceived inclusivity, engagement, fairness and learning effectiveness. A variance-based partial least squares structural equation modeling approach using SmartPLS 4, together with moderated mediation analysis, was used to test the hypothesized relationships, with neurodiversity as a moderator. Findings Inclusive features – such as adaptive feedback, multilingual support and culturally responsive content – significantly enhanced engagement (β = +0.52) and perceptions of fairness and psychological safety (β = +0.47), both of which improved learning outcomes (β = +0.42 and β = +0.38, respectively). Neurodiverse learners experienced amplified benefits (Mod β = +0.29), confirming a moderating effect and supporting the value of equity-focused training systems. Research limitations/implications Although limited to a single-country context, the findings have broader implications for workplace learning design across culturally and cognitively diverse labor markets. Future research should explore cross-cultural validation and longitudinal outcomes. Practical implications Organizations should embed inclusive design features as core components of digital training platforms. Personalized and culturally sensitive interfaces enhance learning return on investment by promoting fairness, engagement and accessibility, especially for underrepresented employee segments. Originality/value This study bridges inclusive instructional design and digital workplace learning by modeling how interface-level features impact learning equity. It introduces neurodiversity as a moderating variable and expands the theoretical understanding of psychological safety and learner engagement in corporate e-learning environments.