The implementation of differentiated instruction in supporting personalized learning: A literature review
Keywords:
differentiated instruction, personalized learning, adaptive learning, student-centered learning, learning diversityAbstract
The diversity of students' characteristics requires learning approaches that can accommodate differences in learning readiness, interests, abilities, and learning profiles. Differentiated instruction has emerged as one of the approaches that supports personalized learning by providing learning experiences tailored to individual student needs. This study aims to analyze and synthesize research findings regarding the implementation of differentiated instruction in supporting personalized learning. The research employed a literature review method by analyzing 31 scientific articles published between 2022 and 2025. Data were collected through literature searches, article selection, evaluation, and content analysis. The findings indicate that differentiated instruction contributes positively to improving learning outcomes, learning motivation, student engagement, learning independence, and overall learning experiences. Furthermore, differentiated instruction is closely associated with personalized learning, adaptive learning, and student-centered learning approaches because all emphasize meeting individual learning needs. The study also found that teacher competence, instructional planning, learning environments, and institutional support are key factors influencing successful implementation. The findings suggest that differentiated instruction can serve as an effective strategy for developing adaptive and personalized learning in contemporary education. This study contributes to the advancement of adaptive learning and personalized learning research and provides insights for educators in designing more inclusive and learner-centered instructional practices.
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