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Neurodiversity in the academic iniverse. STEAM as the spaceship and comics as the

compass

Neurodiversidad en el universo académico: STEAM como nave y el cómic como brújula

¹Raquel del Valle Peña Peinado

Elias Calixto Pompa University Institute of Technology. Guatire, Venezuela.

raquelp2966@gmail.com

https://orcid.org/0000-0001-6707-2859

Received date: 26/03/2026

Acceptance date: 26/04/2026

Abstract

Current times demand an educational prism that is transformative for true inclusion in university spaces

where neurodivergent students coexist. This social commitment is addressed through hermeneutic research

of theoretical-philosophical content, framed within the research line: Integrative and Inclusive Educational

Strategies from a Trans-complex Kaleidoscope. The metaphor of the “Knowledge Universe” conceives the

university as a multidimensional cosmos where each student is an explorer with unique cognitive abilities. The

STEAM approach constitutes the spaceship for this journey, offering multiple points of entry to knowledge

through its interdisciplinary nature. Complementarily, the comic functions as a visual navigation chart,

providing a sequential structure that facilitates the decoding of complex content, reduces anxiety, and clariﬁes

academic expectations. The proposal transcends the adaptive model to redesign the learning ecosystem

based on the appreciation of cognitive diversity, allowing for the construction of collective knowledge. It

concludes by highlighting the need for institutional policies that strengthen this inclusive approach, essential

for contemporary higher education.

Keywords: inclusion, learning, strategies, transcomplexity, university.

Resumen

Los tiempos actuales exigen un prisma educativo transformador para una verdadera inclusión en los espacios

universitarios donde conviven estudiantes neurodivergentes. Este compromiso social se aborda mediante

investigación hermenéutica de contenido teórico-ﬁlosóﬁco, enmarcada en la línea de investigación:

estrategias educativas integradoras e inclusivas desde un caleidoscopio transcomplejo. La metáfora del

“Universo del Conocimiento” concibe la universidad como cosmos multidimensional donde cada estudiante

es un explorador con capacidades cognitivas únicas. El enfoque STEAM constituye la nave espacial de

este viaje, ofreciendo múltiples puntos de entrada al conocimiento mediante su carácter interdisciplinario.

Complementariamente, el cómic funciona como carta de navegación visual, proporcionando estructura

secuencial que facilita la decodiﬁcación de contenidos complejos, reduce la ansiedad y clariﬁca expectativas

académicas. La propuesta trasciende el modelo adaptativo para rediseñar el ecosistema de aprendizaje desde

la valoración de la diversidad cognitiva, permitiendo la construcción del conocimiento colectivo. Se concluye

destacando la necesidad de políticas institucionales que fortalezcan este enfoque inclusivo esencial para la

educación superior contemporánea.

Palabras clave: aprendizaje, estrategias, inclusión, universidad y transcomplejidad.

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Introduction

Contemporary higher education faces the imperative to move beyond a homogenizing paradigm

toward a learning ecosystem that recognizes and values cognitive diversity. Neurodivergent students—those

with conditions such as Attention Deﬁcit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), or

speciﬁc learning difﬁculties—often encounter signiﬁcant barriers within traditional instructional approaches,

which can limit their full participation and academic success. This reality calls for educators to develop new

competencies and adapt their teaching practices, acknowledging that each brain processes and learns at its

own pace.

In the Latin American context, the inclusion of neurodivergent students in university settings presents an

even greater challenge. Institutions have been slow to respond to growing social demands for more inclusive

practices, often attempting to “normalize” students rather than embracing and valuing their differences

(Amador et al., 2021).

In response to this need, this article proposes a holistic, integrative, and complementary strategic

framework based on the metaphor of the “Knowledge Universe.” Within this framework, the STEAM

methodology (Science, Technology, Engineering, Arts, and Mathematics) functions as the spacecraft, while

the comic serves as a stellar navigation chart. Together, these tools are designed to empower neurodivergent

students throughout their academic journey.

It is essential to move beyond labeling and instead foster classroom practices that address individual

learning needs. As noted by Judy Singer, who originally coined the term neurodiversity, this concept was not

intended as a mere diagnostic category, but rather as a political and social construct grounded in the principles

of biodiversity and intersectionality. Drawing from her personal experience as a neurodivergent woman with

autistic traits and ADHD, Singer emphasizes that neurodiversity represents a natural variation in human brain

functioning, analogous to biological diversity. She challenges interpretations that reduce it to a euphemism for

“normality” or conﬁne it within a deﬁcit-based medical framework.

This perspective supports the reconceptualization of the university as a cognitively diverse ecosystem,

where each student’s unique mental architecture does not require “correction,” but rather an educational

design that values diverse ways of processing and contributing to knowledge. Furthermore, Singer’s critique

of the commodiﬁcation of the neurodiversity movement—and its appropriation by corporate interests—

highlights the risk of institutions adopting neurodiversity as an empty slogan, without implementing meaningful

transformations in their pedagogical structures.

Finally, Singer’s vision of a well-being system centered on individual needs rather than labels aligns

directly with the proposed ﬂexible STEAM–comic model. This approach enables each “cognitive explorer”

to navigate the universe of knowledge through tools and scaffolding that honor their uniqueness, moving

beyond rigid categorical frameworks.

Neurodivergent students can be understood as epistemic agents with differentiated cognitive capacities

within the academic cosmos. Their engagement with knowledge follows legitimate neurofunctional patterns

rather than pathological ones. From the philosophical perspective of Judy Singer (1998), who introduced

the concept of neurodiversity, these differences represent another expression of natural human variation,

analogous to ecological biodiversity.

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For instance, a student with ADHD may exhibit what can be described, in Deleuzian terms, as rhizomatic

cognition—an ability to establish transversal connections across disciplinary domains. At the same time, such

learners may beneﬁt from temporal and structural scaffolding to sustain executive attention (Jordán & Vergara,

2020). Similarly, autistic students often demonstrate a remarkable hermeneutic capacity to decode complex

systems and abstract patterns; however, they may experience uncoded social interactions as disruptive semiotic

interference. Consequently, their development is better supported through predictable environments and

visual supports that function as cognitive-social prostheses (Lobos et al., 2024).

The social model of disability, reinterpreted through the lens of liberation philosophy proposed by

Enrique Dussel (2011), shifts the focus from the “remediation” of the student toward a decolonial redesign

of the educational ecosystem. Within this framework, pedagogical tools, pathways, and structures must be

conﬁgured to enable a plurality of cognitive styles to ﬂourish and co-construct knowledge, in line with the

principles of the pedagogy of autonomy advanced by Paulo Freire (1997).

This perspective also resonates with the epistemologies of the South articulated by Boaventura de

Sousa Santos (2010), which recognize the value of subaltern knowledges and diverse forms of embodied

consciousness. From this standpoint, neurodiversity is not framed as a limitation, but rather as a condition of

possibility for educational innovation, particularly within a Latin American perspective.

Methods

This study adopts a theoretical–philosophical hermeneutic approach as its central method, aimed

at uncovering the deeper meanings and conceptual structures underlying neurodivergent inclusion in the

university context. Rather than limiting itself to a conventional literature review, this approach advances

toward a dialectical interpretation that connects the analyzed theoretical frameworks with lived educational

experience. It is situated within the research line Integrative and Inclusive Educational Strategies from a Trans-

complex Perspective.

Transcomplexity, understood as an epistemological horizon, enables the study to move beyond

fragmented views of knowledge and to conceive education as a dynamic, interdependent system in constant

reconﬁguration. From this standpoint, the research does not seek linear answers; instead, it aims to weave

meaningful relationships among neurodiversity, the STEAM approach, and the use of comics as tools for

cognitive and affective mediation.

The hermeneutic process was carried out in three interrelated phases:

1. Contextual immersion phase: A comprehensive review of specialized literature was conducted,

focusing on neuroeducation, inclusive pedagogies, STEAM education, and visual narratives, with

particular attention to the Latin American context. This phase enabled the identiﬁcation of key

tensions, gaps, and potentialities in the theoretical and practical articulation of neurodivergent

inclusion.

2. Relational interpretation phase: Through an emergent categorical analysis, connections were

established among authors, pedagogical approaches, and documented experiences. The aim

was not merely comparative, but interpretive—building conceptual bridges that deepen the

understanding of the educational phenomenon under study.

3. Transcomplex synthesis phase: The partial interpretations were integrated into a coherent and

theoretically grounded proposal, in which the metaphor of the “Knowledge Universe” operates as

an integrative meta-model capable of embracing the diversity of voices, knowledges, and cognitive

modalities present in the university classroom.

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This methodological pathway does not seek generalization; rather, it aims for an in-depth and nuanced

understanding of a complex educational phenomenon. It assumes that all interpretation is situated, partial,

and open to future reinterpretations. From a transcomplex perspective, hermeneutics thus emerges as a

guiding compass for navigating the multidimensional nature of educational inclusion in the 21st century.

Results

The implementation of the STEAM–comic neuroinclusive model generates measurable transformations

that extend beyond academic outcomes, reconﬁguring the university ecosystem through a logic of cognitive

navigability and affective educational mapping. These results can be interpreted as milestones within the

exploratory journey of the “Knowledge Universe”:

1. Increased participation of neurodivergent students

The STEAM “spacecraft,” with its multiple entry points and modes of interaction, enables a greater

number of neurodivergent students to actively engage in the academic journey. Multimodal strategies function

as systems of cognitive alignment, recognizing and valuing diverse styles of mental navigation.

As demonstrated by Zavala and Becerra (2024), “a multimodal approach can facilitate the integration

of technologies in teaching, thereby improving educational quality and teaching performance” (p. 17). This

ﬁnding highlights how the universal design of the “STEAM spacecraft” responds to the diversity of “cognitive

vessels” undertaking the educational journey.

From a philosophical perspective, this aligns with the ethics of recognition proposed by Axel Honneth

(1995), where inclusive education represents a form of reciprocal afﬁrmation of cognitive differences. In this

regard, Espiter Villa (2021, p. 3), drawing on Honneth’s framework, explains that reiﬁcation can be understood

as a forgetting of recognition grounded in three interconnected dimensions. From a Heideggerian perspective,

it emphasizes the primacy of the precognitive, where interactive experiences constitute the condition of

possibility for cognitive development. From the standpoint of developmental psychology, it argues that

subjectivity is formed through symbiotic relationships with signiﬁcant others who demand recognition, and

whose disregard produces moral fractures. Finally, experiences of dispossession, violence, or dishonor give

rise to social struggles aimed at constructing an ethical framework that enables individual self-realization

within a universal normative order based on mutual recognition.

Therefore, the multimodal STEAM design not only accommodates but also epistemically celebrates

the diversity of minds, positioning itself as a practice of cognitive justice (De Sousa Santos, 2014). In this

regard, Mandujano (2015, p. 194), drawing on the work of Boaventura de Sousa Santos, highlights that his

central claim is grounded in a dual conviction: ﬁrst, that the understanding of the world extends far beyond

the limits imposed by Western epistemology; and second, that human diversity manifests in inﬁnitely plural

ways of being, thinking, and feeling. This includes alternative conceptions of time, relationality, and knowledge

production, thereby validating multiple ways of inhabiting the “universe of knowledge.”

The Theory of Mind (ToM), understood as the capacity to infer the mental states of others, ﬁnds in

comics an especially effective medium for its development and application in educational contexts. Graphic

narratives, by visually representing characters’ intentions, emotions, and beliefs through facial expressions,

gestures, and sequential action, function as visual scaffolds that externalize typically implicit mental processes.

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This is particularly valuable for neurodivergent students who experience challenges related to ToM—

such as some individuals on the autism spectrum—since they can decode these mental states through the

explicit visual cues that comics provide in a structured manner (Zapata-Téllez et al., 2021).

The STEAM approach further expands this potential by integrating Theory of Mind (ToM) and comics

within a multidimensional learning ecosystem. For example:

•

Arts (A) and Sciences (S): The creation of comics based on scientiﬁc concepts enables students not

only to understand disciplinary content, but also to engage ToM by representing the perspectives

of different actors (e.g., a historical scientist or a character addressing an environmental issue).

Technology (T) and Engineering (E): Designing interactive digital comics, where user decisions

inﬂuence the narrative, fosters perspective-taking and the anticipation of others’ reactions—key

competencies associated with ToM.

Mathematics (M): Presenting mathematical problems in comic format can incorporate characters

with motivations and conﬂicts, thereby integrating logical reasoning with socio-emotional

understanding.

The intersection of Theory of Mind (ToM), comics, and STEAM thus creates a pedagogical space in

which cognitive diversity becomes an asset. In this context, students not only acquire disciplinary knowledge

but also develop socio-emotional competencies through a medium that respects diverse processing styles,

while simultaneously promoting educational inclusion from a multimodal and neuroafﬁrmative perspective.

2. Comics as a Multimodal Narrative Technology

Comics have moved beyond their traditional perception as a form of entertainment to become a

strategically valuable educational tool within higher education. As demonstrated by Becerra-Romero et al.

(2023) in their study on the implementation of the “Comic Corner” at the Library of Education Sciences of the

ULPGC, comics possess “broad potential for the development of key competencies and direct applications in

teaching and research” (p. 2).

This study highlights how the integration of comics into higher education settings responds to their

capacity to structure knowledge in a visual and sequential manner, thereby facilitating complex learning

processes through a dialectical synthesis of image and text that functions as cognitive scaffolding. The

versatility of comics as a multimodal narrative technology extends beyond the educational sphere, positioning

them as impactful resources in communicative and therapeutic contexts.

The report by Veriﬁed Market Reports (2023) documents this multifaceted expansion, noting their

growing application in “education, marketing, and mental health” as evidence of their sociocultural relevance

(see Figure 1). This cross-sector applicability reinforces the argument advanced by Becerra-Romero et al.

(2023) regarding the semiotic value of images as an “essential element in the creation and transmission of

information” (p. 1), now extended to new contexts of use.

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Figure 1

Market research report on comics (comic books) by type, application, region, and forecast, 2023–2030

Source: Veriﬁed Market Reports. (2023)

The convergence of these sources—academic and market-based—reveals the consolidation of comics

as a hermeneutic device with transdisciplinary scope. In this regard, the experience of University of Las Palmas

de Gran Canaria (ULPGC) demonstrates their effectiveness as a structured didactic resource within formal

educational settings, while market data conﬁrm their adaptability across diverse social domains. Together,

these perspectives validate the conceptualization of comics as tools for cognitive mediation and complex

communication in contemporary society.

Furthermore, it is important to highlight that contemporary Hispano-American comics have

moved beyond their traditional role as entertainment, establishing themselves as a medium for narrative

experimentation and sensory experience. This evolution expands their pedagogical potential within inclusive

educational environments. Research compiled in the monograph indicates that comics are no longer conﬁned

to classical sequentiality, but instead explore formats that engage multisensory and embodied dimensions

(Hague, 2014; Szép, 2020, as cited in Cabero & González, 2024). These authors further argue that:

Within experimental comics, the use of narrative multilinearity, the disruption of sequential

structure, and the creative use of the page—through form, layout, color, and visual elements—as

a representational resource invite readers to reconsider how graphic narratives are approached.

These features challenge conventional reading practices by blurring the boundaries between

artistic and literary forms (p. 10).

Building on the above, this perspective aligns with the creation of diversiﬁed neurocognitive pathways

within the classroom. In addition, there is a growing body of academic interest in comics as a medium for

representing marginalized experiences and non-hegemonic identities, reinforcing their value as tools for

epistemic justice and identity recognition in university contexts. This capacity of comics to give voice to

situated and diverse experiences makes them particularly well suited for designing learning environments that

celebrate—rather than merely accommodate—neurodiversity.

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Finally, formal experimentation with narrative multilinearity, the disruption of sequential structures, and

the expressive use of the page offers ﬂexible scaffolding that can reduce anxiety associated with extended

linear tasks, particularly beneﬁting students with ADHD or ASD. This conﬁrms that comics are not merely

a didactic resource, but a versatile narrative technology with the potential to pedagogically redesign the

“Knowledge Universe.”

3. Reducing Evaluation Anxiety through Visual Scripts in the Latin American University Context

In the Latin American university context, where pedagogical transitions from traditional models to

inclusive approaches often generate uncertainty among neurodivergent populations, comics function as

technologies of participation. They embody the principle of problem-posing education proposed by Paulo

Freire (1970), transforming assessment from a mere instrument of measurement into a tool for cognitive

dialogue.

From the perspective of the ecology of knowledges advanced by Boaventura de Sousa Santos (2018),

visual scripts can be understood as a form of intercultural translation between hegemonic academic languages

and the diverse cognitive processing styles present in Latin American university classrooms. This approach

aligns with the principles of the pedagogy of autonomy (Freire, 1996), where the clariﬁcation of expectations

through graphic narratives strengthens student agency and reduces the asymmetry inherent in traditional

assessment processes.

Los organizadores gráﬁcos constituyen herramientas de mediación cognitiva que permiten procesar,

estructurarypriorizarinformacióncomplejamedianteoperacionesmentalescomolaclasiﬁcación, comparación

y detección de patrones conceptuales. Estas herramientas se convierten en andamios neurocognitivos

fundamentales para la práctica docente, al facilitar que el estudiante construya conocimiento de manera

sintetizada, accesible y signiﬁcativa (López-Martínez, 2023).

En el contexto de la neurodiversidad universitaria, estas herramientas operan como sistemas de

decodiﬁcación visual que se alinean perfectamente con la metáfora del “Universo del Conocimiento.”

Así como el cómic funciona como brújula narrativa, los organizadores gráﬁcos actúan como cartografías

cognitivas que permiten a estudiantes neurodivergentes navegar territorios académicos complejos mediante

representaciones espaciales que reducen la carga cognitiva y potencian la metacognición.

This approach is closely aligned with the principles of Universal Design for Learning (UDL), in which

multimodal representation—particularly through visual structures—provides alternative entry points to

knowledge. These are especially valuable for students with ADHD, autism, or dyslexia, who often process

information predominantly through visual-spatial channels.

It is important to emphasize that graphic organizers function as tools of cognitive mediation, enabling

learners to process, structure, and prioritize complex information through mental operations such as

classiﬁcation, comparison, and the identiﬁcation of conceptual patterns. As such, these tools become essential

neurocognitive scaffolds in teaching practice, facilitating the construction of knowledge in ways that are

synthesized, accessible, and meaningful (López-Martínez, 2023).

Within the context of neurodiversity in higher education, these tools operate as systems of visual

decoding that align closely with the metaphor of the “Knowledge Universe.” Just as comics function as a

narrative compass, graphic organizers act as cognitive maps that enable neurodivergent students to navigate

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complex academic territories through spatial representations that reduce cognitive load and enhance

metacognition. This approach is also consistent with the principles of Universal Design for Learning (UDL),

where multimodal representation—particularly through visual structures—provides alternative entry points to

knowledge. These are especially valuable for students with ADHD, autism, or dyslexia, who tend to process

information predominantly through visual-spatial channels.

Discussion

The results validate the effectiveness of the STEAM–comic neuroinclusive model as a transformative

pedagogical ecosystem capable of reconﬁguring the university experience through the recognition

and appreciation of cognitive diversity. The metaphor of the “Knowledge Universe” is substantiated by

demonstrating how the STEAM approach—conceived as a multidimensional spacecraft—facilitates multiple

entry points to knowledge, acknowledging diverse cognitive styles and fostering active and meaningful

participation among neurodivergent students.

Complementarily, comics—functioning as a visual compass—not only help structure complex content

and reduce anxiety associated with academic tasks, but also contribute to the development of socio-cognitive

skills such as Theory of Mind. At the same time, they operate as tools of epistemic justice by making visible

non-hegemonic narratives.

This dual approach moves beyond mere methodological adaptation to establish a learning ecology

grounded in universal design, multimodality, and reciprocal recognition, where neurodiversity is positioned as

an epistemological value rather than a deﬁcit to be compensated.

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Translation Note: Special thanks to professor Ingrid Urgiles (University of Guayaquil) for the academic translation of this

manuscript into English.

ORCID: https://orcid.org/0009-0002-3914-8734

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