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With the emergence of individuals with different characteristics with the developing age and the shaping of needs in these directions, approaches in education and training processes are diversifying. One of these approaches is the differentiated instruction approach based on individual learning differences. In our study; to reveal the change process of differentiated instruction approach from past to present, studies published in English and Turkish languages were examined according to various variables and it was aimed to compare them according to foreign and domestic perspectives. The research data consisted of Turkish and English articles published on differentiated instruction approaches between 2006 and 2023. The data were obtained from reliable sources by searching the Google Scholar database for Turkish articles and the Web of Science database for English studies. Document analysis, one of the qualitative research designs, was preferred as the research design and the data were analyzed by descriptive analysis method. As a result of the research, it was observed that more teacher-oriented and process-planning studies were conducted in English, while more student-oriented process-planning was observed in Turkish studies. Based on these results, it is recommended that researchers conduct studies with groups such as parents and administrators to observe the effects of the process on different data groups.
Alkın et al. (Fri,) studied this question.