<![CDATA[This study aimed to examine implementation trends, identify challenges, and formulate development strategies for differentiated instruction in primary schools. An integrative literature review with a descriptive qualitative approach was conducted on 30 scholarly articles published between 2022 and 2025. Articles were selected based on their relevance to primary education, methodological clarity, full-text availability, and source traceability. Data were mapped using a literature matrix and analyzed through narrative thematic analysis. The findings indicate that differentiated instruction is commonly implemented through needs assessment and adaptations to content, process, and product across subjects. Most studies reported positive trends in students’ academic achievement, engagement, collaboration, self-confidence, and critical and creative thinking, although the strength of evidence varied across contexts and research designs. Key challenges included gaps between teachers’ conceptual understanding and classroom practice, limited diagnostic assessment skills, time constraints, classroom management, instructional resources, assessment complexity, and inadequate institutional support. Effective strategies include sustained teacher training and mentoring, professional learning communities, formative assessment, flexible grouping, adaptive materials, and supportive school leadership. Overall, differentiated instruction should be implemented as a continuous pedagogical process that integrates teacher capacity, adaptive instructional design, and institutional support.]]>
