<![CDATA[The diversity of elementary students' readiness, interests, creativity, and talents requires responsive and data-informed instructional strategies. This study aims to analyze the contribution of differentiated instruction to intellectual development, creativity, and talent development among elementary school students. The method used was a systematic literature review guided by PRISMA 2020. Literature was traced through Google Scholar, ERIC, ScienceDirect, Taylor & Francis Online, Garuda, national journal portals, NCBI Bookshelf, DOI, and official ministry repositories. The selection process identified 36 records, removed 4 duplicates, screened 32 titles and abstracts, assessed 24 full-text sources, and included 20 verifiable sources in the final synthesis. Thematic synthesis shows that differentiated instruction operates through three interconnected pathways: a cognitive pathway, a creative pathway, and a talent-development pathway. Its effectiveness depends on diagnostic assessment, flexible grouping, tiered activities, equivalent rubrics, classroom management, and teacher professional support. The review concludes that differentiated instruction should be understood as a data-based pedagogical system, not merely as classroom activity variation. Keywords: differentiated instruction, elementary school, creativity, talent, systematic literature review]]>
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