Addressing educational inequities through DI: a cross-national study of teachers’ perspectives

This research explored how primary and secondary school teachers in Austria and Mexico implemented Differentiated Instruction (DI) during the post-COVID-19 return to in-person schooling. Through qualitative interviews, the study examined planning, classroom enactment, assessment, and perceived supports and constraints related to tailoring learning for diverse student needs, particularly those at risk of educational disadvantage.

Understanding the cross-national implementation of differentiated instruction provides insights into effective pedagogical approaches for diverse learners. This is critical for addressing educational inequities and ensuring all students can thrive, particularly during transitions or periods of significant disruption.

Differentiated Instruction (DI) involves concrete pedagogical practices for tailoring learning for all students, with a focus on those at risk of educational disadvantage.

Forward consideration, not a verified fact.