NEURODIVERGENT LEARNING IN THE ADAPTIVE METAVERSE: BRIDGING SENSORY MODULATION AND SOCIAL COGNITION

The rapid expansion of immersive technologies has redefined educational environments, yet their implications for neurodivergent learners remain insufficiently understood. Traditional learning settings often exacerbate sensory overload and cognitive challenges, particularly for individuals with autism spectrum disorder and ADHD. This study aims to analyze how adaptive sensory modulation in immersive virtual environments influences cognitive engagement and social cognition in neurodivergent learners. An integrative literature review was conducted, based on systematic search strategies across major scientific databases, followed by rigorous screening and analytical synthesis. The findings indicate that controlled sensory environments contribute to the reduction of extraneous cognitive load, enhancing attention, emotional regulation, and social interaction. Avatar-mediated experiences further support social rehearsal, while immersive exposure demonstrates potential for skill transfer to real-world contexts. The discussion highlights the role of sensory scaffolding as a mechanism linking environmental design to cognitive and social outcomes, while also addressing limitations related to theoretical integration and long-term transfer. It is concluded that the Metaverse can function as a neuroadaptive learning environment, offering new pathways for inclusive education, clinical intervention, and the design of immersive systems.