Practice-oriented research on differentiation strategies in primary and secondary education: A systematic review

Differentiation has emerged as a key concept in promoting educational equity by addressing learners' diverse needs within general educational settings through personalised instruction. However, literature reveals a lack of clarity in defining differentiated instruction and illustrating its practical applications. To bridge this gap, a systematic review following the PRISMA protocol was conducted to synthesise practice-oriented empirical research in primary and secondary school focusing on how differentiation is implemented according to four main dimensions: how, when, what and for which purpose teachers differentiate. A total of 35 articles were analysed through deductive categories and codes. The results indicate that differentiation is predominantly enacted at classroom level, with a strong focus on content- and process-related practices addressing mainly students' ability levels. The study therefore highlights the need to broaden the understanding of differentiation beyond within-class practices and the importance of providing detailed, reflective, and context-specific descriptions to support their evaluation and replication. • Systematic review analysing DI-practices from an inclusive perspective. • First review to synthesise practice-oriented research on differentiation. • In-class strategies get far more attention than pre or post lesson design. • Differentiation targets content, often overlapping with process and environment. • Teachers prioritise strategies based on readiness or learning profile.