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.

Why it matters

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.

Key insights

• Differentiated Instruction (DI) involves concrete pedagogical practices for tailoring learning for all students, with a focus on those at risk of educational disadvantage.
• Cross-national comparisons of DI are complex due to varying educational contexts.
• This study specifically investigated DI enactment by teachers in Austria and Mexico.
• The research focused on the period of transition back to in-person schooling following the COVID-19 pandemic.
• Twenty semi-structured interviews were conducted with primary and secondary school teachers.
• Interview topics included planning, classroom enactment, assessment, and perceived supports and constraints related to DI.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1922679