<![CDATA[Digital transformation in primary education is increasingly focusing on the integration of Learning Management Systems (LMS) and Artificial Intelligence (AI) to facilitate student- centered learning environments. Differentiated Instruction (DI) has emerged as a promising pedagogical approach to accommodate the heterogeneity of students' learning needs. The integration of personalization technologies has been shown to enhance students' intrinsic motivation, situational interest, and academic performance. However, excessive instructional "platformization," where digital devices dominate classroom interactions, often introduces new challenges such as digitally mediated surveillance that constrains the relational and pedagogical teacher-student relationship. This Systematic Literature Review (SLR) article aims to map the research developments on the utilization of digital technologies in differentiated instruction from 2021 to 2026. Utilizing a systematic review method guided by the PRISMA protocol, analyses were conducted on peer-reviewed studies from reputable international databases. The review findings indicate a shift in research focus from web-based content delivery to AI-driven adaptive instructional systems. The success of digital technology in DI must not be evaluated solely by its algorithmic automation efficiency, but rather by its capacity to restore students' metacognitive agency, support the humanistic mediating role of teachers, and strengthen social interactions in the classroom. The practical and theoretical implications of this transition from "personalization to humanization" are discussed to guide the design of child-friendly and equitable primary education platforms.]]>
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