Purpose This paper explores the connection between neurodiversity, e-learning and sustainable career development to establish the major factors that influence the learning experiences of neurodivergent learners on upskilling platforms. The paper builds a socially-based HRM, training and development point of view through exploring how inclusive learning design can enhance well-being, belonging and fair participation among neurodivergent learners. Design/methodology/approach Semi-structured interviews of ten experts and literature review were performed and made it possible to determine the influencing factors. These factors were grouped into influence-dependence groups with the help of the decision-making trial and evaluation laboratory (DEMATEL) technique. The robustness checks had been conducted by sensitivity analysis. Findings Representations, neuroplasticity, action and expression proved to be prime forces, influencing interactions between the learner and acquisition of skills. Multisensory engagement and adaptive delivery mechanism learning environments lead to cognitive flexibility and long-term retention of skills. Practical implications Adaptive technologies, alternative assessment versions and multisensory instructional design may empower inclusive learning and growth strategies in organizations and platform developers. The institutional leaders should be able to balance the accessibility programs and educator training schemes, and inclusive HRD should be about the development of capability in an equitable manner. Originality/value The paper provides an organized HRM, training and development approach to inclusive technology mediated learning, with implications on the current discourse of equitable workforce preparation and inclusive design of learning to neurodivergent learners.
Prakash et al. (Thu,) studied this question.