This study is a Systematic Literature Review (SLR) aimed at identifying and analyzing the challenges in implementing differentiated teaching approaches and the strategies to address these challenges in rural schools. Differentiated instruction emphasizes the use of various strategies, methods, and teaching styles tailored to the diverse needs of students. However, its implementation in the context of small-enrollment schools faces multiple constraints. This study employs an SLR methodology based on the PRISMA approach to examine selected journal articles from 2021 to 2025, sourced from major databases such as Scopus, WoS, ScienceDirect, and ERIC. A total of 20 articles were selected and analyzed thematically. The findings indicate that the main challenges include time and planning, resources and materials, institutional support, and student management. The study recommends intensive teacher training, adaptation of teaching aids, time management, and stronger administrative support to enhance the effectiveness of differentiated instruction in small-enrollment schools. The implications of this study are expected to assist policymakers and educators in designing more effective interventions for differentiated approaches that are inclusive and responsive to the local context.
Saigar et al. (Wed,) studied this question.