<![CDATA[This study aims to examine and synthesize findings from scientific publications regarding the implementation of differentiated STEM (Science, Technology, Engineering, Mathematics) learning and its relationship with students' mathematical literacy. The increasingly complex demands of the 21st century and Indonesia's persistently low PISA 2022 results ranking 68th out of 81 countries with a mathematics score of 366 underscore the urgency of innovative and responsive learning approaches. This study employed a Systematic Literature Review (SLR) method following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta Analyses) protocol. Literature searches were conducted across five databases: Google Scholar, Scopus, ERIC, ScienceDirect, and Garuda, covering the period 2023–2025. A total of 29 articles met the inclusion criteria and were analyzed using thematic synthesis. The results indicate that differentiated STEM learning encompassing differentiation of content, process, product, and learning environment demonstrates a consistently positive effect on students' mathematical literacy across multiple indicators: mathematical reasoning, representation, problem-solving, and communication. Three key facilitating factors were identified: teacher competency in understanding students' learning profiles, integration of digital technology (e.g., GeoGebra), and project-based collaborative activities. Meanwhile, major challenges include inadequate teacher training in differentiating STEM instruction and limited instructional resources. This study concludes that differentiated STEM learning is a highly promising pedagogical approach for enhancing mathematical literacy, particularly for students in primary and secondary education. Recommendations are provided for practitioners and future researchers.]]>
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