This Integrative Project  investigates the intersection of neurodivergence, social media, and education, exploring how multimodal engagement strategies from digital spaces can be adapted to enhance both formal and informal learning environments. Grounded in a theoretical framework that integrates Freire’s critical pedagogy (1970), hooks’ intersectionality (1982), Jenkins’ participatory culture (2006), and Ito’s connected learning (2013), this study examines the ways neurodivergent individuals engage with social media and other digital learning platforms and how these interactions can inform the design of inclusive curricula. Using a qualitative research approach, the study identifies key engagement strategies from social media—such as participatory learning, algorithm-driven personalization, and multimodal storytelling—that hold significant potential for fostering inclusive educational practices. The findings advocate for a shift away from traditional, hierarchical models of education toward participatory, constructivist, and intersectional approaches that better support neurodivergent learners. This research highlights the transformative role of digital media literacy and participatory learning strategies in reimagining educational spaces, emphasizing the importance of fostering agency, collaboration, and identity formation in the digital age. Key themes include addressing algorithmic bias, the critical need for media literacy, the experiences of neurodivergent adults, and the evolving role of creativity and digital labor in the post-pandemic economy. By integrating insights from digital culture into educational practice, this study contributes to the growing body of research on inclusive education and digital learning. It offers practical recommendations for educators, policymakers, and curriculum designers, calling for a rethinking of educational paradigms to better align with the diverse needs and potentials of learners in an increasingly digital world.