ISSN: 2222-6990
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Differentiated learning (DL), also known as differentiated instruction, is an approach to teaching that recognizes the diversity of students' learning needs and enables teachers to adapt their instruction to meet those needs. In Malaysia, the implementation of DL in classrooms remains a challenging task due to various factors, including limited resources, large class sizes, and traditional teaching methods. This paper aims to review the benefits and challenges of implementing DL in Malaysian classrooms. The review of the literature highlights the potential benefits of DL, such as giving freedom to teachers to plan lessons based on learners’ levels, promoting active engagement and motivation, being beneficial for language development, and promoting cultural inclusivity. However, several challenges exist in implementing this approach, including time constraints, teachers' lack of awareness and training, and limited resources. A critical implication of this study is the need for policymakers to provide more support for teachers in terms of training, funding for resources, and revision of teachers’ workloads. Professional development opportunities must be made available to enable teachers to develop the skills and knowledge necessary to integrate DL strategies seamlessly into their lessons. It is recommended that future research should delve deeper into the efficacy of DL in Malaysia in order to provide specific insights that can shape the design of future interventions.
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