Mapping Differentiated Instruction Research (2016-2025): Trends, Theoretical Frameworks, and Methodological Developments
Keywords:
Differentiated Instruction; Tomlinson’s Model, Systematic Literature Review, PRISMA, Education, Research TrendsAbstract
Despite growing scholarly interest in Differentiated Instruction (DI), existing reviews have not comprehensively synthesized recent developments in its theoretical, methodological, and geographical dimensions. However, research on DI remains geographically dispersed, dominated by particular theoretical frameworks, and characterized by methodological variations that have not been comprehensively mapped. This gap signifies the necessity for a study capable of delivering a holistic overview to synthesise results pertaining to DI. This article aims to provide a comprehensive synthesis of the progression of DI research through a SLR. Accordingly, relevant articles were retrieved from the scopus database using a systemtic literature search covering publications from 2016 to January 18, 2026. The literature search followed PRISMA guidelines and used the Scopus database. This led to 66 publications that met the criteria for further study. The study focused on yearly publication trends, regional distribution, journal categorization, citation patterns, theoretical frameworks, and research methodology employed in previous studies. The findings indicate a significant increase in publications concerning DI from 2022 to 2026, predominantly in Hong Kong, the United States, the Netherlands, China, Germany, Australia, and Indonesia. Tomlinson's DI model is the primary theoretical framework, while supplementary theories such as Self-Determination Theory, Social Cognitive Theory, and the Theory of Planned Behavior are employed to a lesser extent. Qualitative methods, particularly case studies, are the predominant methodologies employed, followed by quantitative survey-based studies; mixed-methods and longitudinal designs are exceedingly rare. The findings also reveal shortcomings in geographical representation, theoretical diversity, and the integration of broader methodological frameworks. This article offers findings indentify key directions for advancing DI research, support the development ofmore inclusive, evidence based, context sensitive DI in educational practice and suggests future research approaches.
https://doi.org/10.26803/ijlter.25.8.23
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Copyright (c) 2026 Sigit Wahyudi, Soetarno Joyoatmojo, Aniek Hindrayani, Mintasih Indriayu, Salman Alfarisy Totalia, Silky Roudhotus Sa’adah, Rahmad Wahyu Hidayat
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