Attention and Digital Neurodivergence: Understanding Attention Deficit Hyperactivity Disorder Through Intelligence

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i3.394

Keywords:

Attention, artificial intelligence, digital environment, neurodivergence, education, executive functions, emotional regulation

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent diagnoses in childhood and has been predominantly approached from neurobiological perspectives focused on executive functions. However, contemporary transformations associated with the digital environment and the integration of artificial intelligence (AI) into everyday and educational contexts require a broader understanding of the phenomenon. This essay aims to analyze ADHD from an integrative perspective that articulates neuropsychological, emotional, relational, and technological dimensions. It examines the impact of the digital environment on the configuration of attention, as well as the opportunities and risks associated with the use of artificial intelligence in educational settings. Additionally, the Integrative Conscious Accompaniment Model (MAIC) is proposed, emphasizing the need to understand attentional regulation as a relational process mediated by bonding, environment, and technology. It is concluded that the current challenge lies not only in intervening at the individual level but in transforming the conditions that shape development, integrating technology while preserving the human dimension of learning.

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References

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Published

2026-06-26

How to Cite

López-López, J. M. (2026). Attention and Digital Neurodivergence: Understanding Attention Deficit Hyperactivity Disorder Through Intelligence. Revista Mexicana De Investigación E Intervención Educativa, 5(3), 98–108. https://doi.org/10.62697/rmiie.v5i3.394

Issue

Vol. 5 No. 3 (2026): Aprender para transformar: nuevas perspectivas de la educación contemporánea (julio-septiembre)

Section

Artículos

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Copyright (c) 2026 José Mauricio López-López

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