The Impact of Foreign Language Integration Initiatives on Supporting Neurodivergent Learners in The Bahamas: The Mediating role of Interdisciplinary Business Curricula in Inclusive Higher Education

Abstract

This study examined the effects of Foreign Language Integration Initiatives on enhancing the learning process for Neurodivergent Learners in higher education institutions in The Bahamas through the mediational effects of Interdisciplinary Business Curricula. A quantitative research methodology was used in the study, with data gathered through a structured questionnaire from 275 higher-education institution academic staff members in The Bahamas. The gathered data were analysed using IBM SPSS Statistics, where descriptive statistics, reliability analysis, Pearson correlation, multiple regression, and mediation analysis using PROCESS Macro (Model 4) were employed to test the hypotheses developed. It was found out that the Foreign Language Integration Initiatives had a significant positive effect on Neurodivergent Learners' Learning and Interdisciplinary Business Curricula, and the Interdisciplinary Business Curricula positively impacted Neurodivergent Learners' Learning as well. Moreover, it was concluded that Interdisciplinary Business Curricula partially mediate the relationship between foreign language integration initiatives and neurodivergent learners ' learning.  This research furthered the Strategic Leadership Theory by revealing the significance of the innovation process in the curricula facilitated through leadership towards inclusive higher education. The research offers practical implications for policymakers, university administrators, and curriculum designers in The Bahamas, in that it shows that the creation of an inclusive, interdisciplinary, and international higher education system is possible to enhance neurodiversity in education.