Dataset for “A Qualitative Exploration of ADHD and Curiosity-Driven Learning in Higher Education”

This study explored how university students with ADHD experience and regulate curiosity in the context of their academic lives. ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition characterised by persistent patterns of inattention and/or hyperactivity-impulsivity (American Psychiatric Association, 2022). Curiosity plays an important role in learning and memory (Gruber et al., 2014), but its intensity and regulation may differ for neurodivergent individuals, creating both opportunities and challenges in structured academic environments. Emerging research suggests that curiosity in ADHD may be heightened and impulsive – a phenomenon termed hypercuriosity (Le Cunff, 2024) – yet little is known about how this manifests in educational settings. This participatory qualitative study addressed that gap by conducting semi-structured interviews with 24 university students with ADHD and high trait curiosity, analysed using reflexive thematic analysis with the aim of better understanding the lived experience of curiosity in ADHD, potentially informing more inclusive approaches to learning and instruction that recognise both the challenges and strengths associated with neurodivergence. The dataset includes anonymised interview transcripts for this study.