<![CDATA[Inclusive education requires schools to provide educational services that accommodate the diverse characteristics and needs of students. One approach that supports this goal is differentiated instruction, which adapts the learning process to students’ readiness, interests, abilities, and needs. This study aims to analyze the role of inclusive schools in supporting differentiated instruction and its relationship with lifelong learning. The study employed a Systematic Literature Review (SLR) method using the PRISMA stages. Literature was searched through Google Scholar for journal articles published between 2021 and 2026, resulting in 10 articles that met the research criteria. The data were analyzed using a narrative-descriptive synthesis based on the role of schools, differentiated learning strategies, student engagement, teacher competence, implementation barriers, and lifelong learning. The results show that inclusive schools support learning through facilities, appropriate learning media, teacher competence, and collaboration with parents and support staff. Differentiated instruction enhances student engagement, motivation, social inclusion, and independence, although its implementation still faces limitations in time, teachers, facilities, and large class sizes.]]>
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