Title: Differentiated Instruction in Tertiary Classrooms A Systematic Review of Evidence from Global and Philippine Contexts
Authors: James Russo A. Taga, Ph.D
Volume: 9
Issue: 9
Pages: 60-69
Publication Date: 2025/09/28
Abstract:
As higher education institutions confront increasingly diverse student populations, differentiated instruction (DI) has gained prominence as a pedagogical strategy that promotes equity, flexibility, and learner engagement. While well-established in basic education, the application of DI in tertiary classrooms remains fragmented and underexplored. This systematic review examined global and Philippine-based evidence on DI in higher education, focusing on its philosophical foundations, instructional models, digital integration, learner outcomes, and institutional challenges. Following the methodological framework of Strech and Sofaer (2011), a comprehensive search was conducted across ERIC, Scopus, Web of Science, and Google Scholar using predefined keywords. A total of 53 peer-reviewed studies published between 2015 and 2025 met the inclusion criteria. These were analyzed through narrative synthesis and thematic abstraction. Findings revealed five major themes: (1) DI's philosophical grounding in constructivism and inclusive pedagogy; (2) models of DI including Tomlinson's framework and Universal Design for Learning; (3) the enabling role of digital tools in content delivery, assessment, and adaptive learning; (4) improved student outcomes in engagement, achievement, and inclusion; and (5) institutional barriers such as faculty preparedness, curricular rigidity, and uneven policy implementation. In the Philippine context, DI principles are increasingly visible through flexible learning and contextualized instruction, though systemic adoption remains limited. The study concludes that DI holds transformative potential for tertiary education but requires institutional commitment, sustained faculty development, and policy coherence to move from isolated practice to inclusive standard.