Abstract:

The rapid expansion of Generative Artificial Intelligence (GenAI) has reshaped academic practices worldwide, yet its role as an assistive mechanism for learners with diverse educational needs remains under examined. This study investigates how university students with learning differences (LDs) in Greece use GenAI tools to navigate academic demands, and how these technologies intersect with issues of accessibility, inclusion, and institutional support. An online survey with 95 participants and an in person focus group with 6 students were employed to investigate students’ GenAI usage patterns, perceived impact on learning, and ethical concerns. The results showed that ChatGPT is the predominant tool, used primarily for summarizing materials, clarifying complex content, task initiation, brainstorming, and structuring academic work. Students emphasized GenAI’s role in facilitating their academic work, and alleviating anxiety associated with demanding academic tasks. A central finding was that GenAI often operates as a compensatory, private form of academic support, filling gaps created by inconsistent institutional accommodations and lack of support in Greek higher education. Despite recognizing clear benefits, such as enhanced efficiency, improved performance, and increased confidence, students also reported significant ethical concerns, including academic integrity, accuracy, fairness, subscription based inequality, and risks of misuse. Most students expressed their opposition toward restrictive or prohibitive policies, while stressing the need for structured university training on responsible GenAI use. The study concludes that GenAI can meaningfully support students with LDs when integrated ethically and pedagogically into higher education. It recommends that institutions adopt inclusive GenAI frameworks, incorporate GenAI literacy training, and address equity issues linked to differential access. The research offers novel empirical insight into the Greek context and contributes to broader discussions on inclusive, technology supported learning in the age of AI.

Keywords:

Learning Differences, GenAI tools, tertiary education, student support.