Neurodivergent Families and Pedagogies of Hybridization: Towards Inclusive Educational Ecologies within Post-Digital Transitions

Abstract

In the post-digital context, cultural and technological transformations call for a rethinking of educational practices in light of the complexity of “neurodivergent” families, particularly those with children on the autism spectrum. This contribution explores the potential of pedagogies of hybridization in fostering inclusive educational ecologies capable of integrating diverse languages, technologies, and forms of knowledge. From an ecological and systemic perspective, families are regarded as emerging pedagogical actors, co-constructing hybrid educational environments where the digital becomes both language and relational space. The analysis highlights informal and techno-mediated educational practices that challenge the rigidity of traditional schooling systems, generating micro-ecologies of learning grounded in care, interdependence, and the recognition of plurality. In dialogue with the inclusive pedagogical perspective, neurodivergence is understood as a socio-cultural construction rather than merely a form of disability. Families thus emerge as generative spaces of situated knowledge, capable of inspiring more equitable and flexible educational models. Within post-digital transitions, inclusion is conceived as an evolutionary reformulation of educational spaces and contexts, oriented toward the promotion of hybridization, co-design, and the valorization of neurocognitive plurality