Differentiated Instruction in Chinese Primary and Secondary Schools: A Systematic Literature Review

Abstract

Purpose This study explores the current status of differentiated instruction (DI) in Chinese mainland primary and secondary schools. Design/Approach/Methods This study comprises a systematic review of the Chinese literature. Forty-five articles, published between 2000 and 2022, were reviewed and the results are presented as a thematic overview. Findings Chinese characteristics have contributed to the distinctive development of Chinese DI. Chinese researchers have defined DI as both a teaching concept and a practice. Chinese scholars have suggested strategies for teachers to use, including flexible grouping, tiered instruction, and multiple forms of evaluation, along with the use of non-graded classes and artificial intelligence. This study identifies barriers to teachers’ adoption of DI including large class size and China's examination-oriented culture. However, Confucian belief was effectively a forerunner of DI. Originality/Value This study offers insights and practical suggestions for those seeking to promote DI in Chinese mainland; for example, class sizes should be reduced, and teachers should receive relevant professional training. This study identifies a pressing need for empirical research of DI implementation in schools in Chinese mainland.