Naufal Rangkuti, Sri Setyarini
The increasing adoption of AI tools in education has raised concerns about their capacity to support neurodiverse learners, particularly autistic students in non-Western contexts like Indonesia. Addressing this gap, this qualitative exploratory study examines how autistic graduate students experience adaptive teaching strategies involving both AI tools, such as ChatGPT, and human-led instruction. Through thematic analysis of interviews and classroom observations, the study finds that AI tools reduce anxiety and provide immediate clarification, while human instructors deliver essential emotional scaffolding and cultural contextualisation. A hybrid adaptive teaching approach—integrating AI as a preparatory aid with human-centred support—emerged as the most effective strategy. The findings highlight the urgent need for faculty development in neurodiversity-sensitive pedagogy, localisation of AI platforms for Indonesian contexts, and the establishment of inclusive institutional policies to better support autistic learners in higher education. © 2025 The editors of Changing English.
Department of English Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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