<![CDATA[Purpose: This study aims to examine the variation of instructional methods and the distribution of topics in ordinary differential equations (ODE) learning at the undergraduate level based on recent academic literature.Method: This study aims to examine the variation of instructional methods and the distribution of topics in ordinary differential equations (ODE) learning at the undergraduate level based on recent academic literature.Findings: Active learning is the most dominant instructional approach, followed by mathematical modeling, digital tools, and geometric and qualitative methods. In terms of content, the literature is largely concentrated on first-order ODEs, while more advanced topics receive relatively limited attention. The results also reveal that existing studies primarily reflect research trends rather than providing comparative evidence on the effectiveness of different instructional approaches.Significance: This study provides a structured overview of instructional methods and topic distribution in ODE learning, highlighting existing gaps in the literature. The findings offer a foundation for future research to develop more comprehensive coverage of the topic and to explore stronger alignment between instructional approaches and conceptual understanding.]]>
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