Students learn in different ways, and their unique learning styles and sensory experiences can shape how they engage with their education. This study explores the connection between two important factors: learning style preferences and sensory processing patterns. We also looked at how these traits vary by gender, academic year, and field of study. We surveyed 462 university students from medical, scientific, and humanities faculties, including both junior and senior students. Each participant completed two standardized tools: the Index of Learning Styles (ILS) and the Adolescent/Adult Sensory Profile (AASP). We then analyzed the data to explore patterns and relationships using descriptive statistics and chi-square tests. The majority of students (58.9%) preferred a visual learning style, and most showed balanced sensory processing across the measured domains. Significant gender differences were found in the sequential–global dimension, with female students more likely to be sequential learners (22.7% vs. 12.2% in males; p = .0009). Senior students showed a stronger preference for visual learning than juniors (63.4% vs. 52.2%; p = .03). Additionally, visual learning was more common among students in medical (63.1%) and scientific (62.1%) disciplines compared to those in humanities (50.3%) ( p = .005). Although there was no strong overall link between sensory processing and learning styles, a subtle trend emerged: students with atypical sensory profiles (particularly those high in sensory avoidance) showed a slight preference for active over reflective learning ( p = .04). These findings suggest that while learning styles and sensory processing function independently, both contribute to how students engage with educational content. Recognizing these differences can help educators design more responsive and inclusive teaching strategies. By incorporating diverse instructional methods, instructors can better support students’ cognitive preferences and sensory needs, ultimately enhancing learning outcomes for a broader range of learners.
Alwawi et al. (Fri,) studied this question.