Addressing educational inequities through DI: a cross-national study of teachers’ perspectives

Abstract

Cross-national comparisons of differentiated instruction (DI) are often challenging because educational contexts vary across countries. Even so, DI consists of concrete pedagogical practices that teachers can use to tailor learning for all students, especially those at risk of educational disadvantage, which provides a strong basis for comparative inquiry. This study examines how teachers in Austria and Mexico enacted DI during the transition back to in person schooling after the COVID 19 pandemic. We used a qualitative design and conducted twenty semi-structured interviews with primary and secondary school teachers selected to capture variation in school level, subject area, and local context. Interviews focused on planning, classroom enactment, assessment, and perceived supports and constraints. Data were analyzed using thematic analysis with iterative coding and cross case comparison within and across countries. The findings show that educators in both countries most commonly used tiered assignments, heterogeneous grouping, and open educational approaches to address diverse learner needs. At the same time, notable cross-national differences emerged in how these strategies were chosen and implemented, reflecting distinct institutional conditions and classroom constraints. The study contributes to comparative research on DI by identifying shared practices and context specific adaptations during a period of educational recovery. We discuss implications for policy and teacher professional development, including sustained coaching, time for collaborative planning, and targeted resources for students who experienced learning loss, and outline directions for future research.