This research explores differentiated instruction (DI) as a pivotal tool for fostering inclusive education in diverse and multicultural classrooms. It investigates teacher perspectives on implementing DI for students with special educational needs (SEN) in resource-constrained and culturally complex environments. The study aligns with the ECER 2025 focus on Inclusion, Digital Media, and Education and contributes to international discourse on advancing equity and inclusion in education systems worldwide.

Research Questions

1. How do teachers perceive DI’s role in supporting diverse learners in inclusive classrooms?
2. What systemic and contextual barriers hinder effective DI implementation?
3. What institutional support and strategies can enhance DI practices globally?

Objectives

• To evaluate teacher experiences in applying DI in inclusive classrooms.
• To identify barriers to implementing DI in multicultural and resource-limited contexts.
• To recommend strategies for improving teacher capacity to deliver DI effectively.

Theoretical Framework
Grounded in Vygotsky’s Zone of Proximal Development (ZPD) and Gardner’s theory of multiple intelligences, the study underscores the importance of tailoring instruction to individual learner needs. Bandura’s self-efficacy theory highlights the role of teacher confidence in fostering effective DI. These frameworks are contextualized within global efforts to advance inclusive education, emphasizing strategies that address cultural, linguistic, and systemic diversity.

International Relevance
By examining inclusive education in Abu Dhabi, UAE, this study highlights challenges and solutions that resonate with education systems worldwide. With increasing classroom diversity due to migration, globalization, and varied learning needs, the findings offer transferable lessons applicable to multicultural and resource-constrained educational contexts globally.

Research Design This qualitative study employs a social constructivist lens to explore teacher perceptions and practices related to DI. A case study approach was selected to provide in-depth insights into how DI is applied in inclusive classrooms. Instruments and Data Collection Sixteen teachers participated in semi-structured interviews conducted in-person or online. The interview guide explored teachers’ experiences, challenges, and support mechanisms for DI. Purposive sampling ensured diversity in participant backgrounds, teaching contexts, and SEN experience. Data Analysis Reflexive thematic analysis (RTA) was applied to identify recurring themes. The analysis, guided by Braun and Clarke’s six-phase framework, prioritized participants’ lived experiences while ensuring methodological rigor. Emerging themes included resource availability, professional development, and the adaptability of DI strategies. Ethical Considerations Ethical approval was obtained from the university’s institutional review board. Participants were informed about their rights, and confidentiality was upheld through anonymized data handling.

Key Findings Teachers emphasized the transformative potential of DI for inclusive education but noted systemic challenges such as limited resources, large class sizes, and inadequate training. Experienced teachers displayed higher self-efficacy in implementing DI, highlighting the critical role of sustained professional development. Contextual factors, including cultural and linguistic diversity, require adaptive and flexible DI strategies tailored to specific classroom needs. Implications Practice: Equipping teachers with adaptable teaching resources, culturally responsive methods, and digital tools enhances DI effectiveness. Policy: Addressing structural barriers like teacher-to-student ratios and resource allocation is critical for fostering inclusive practices. Research: Future studies should investigate DI’s impact on diverse learning outcomes in multicultural classrooms worldwide. Global Contribution This study advances international efforts to enhance inclusive education by addressing practical barriers and offering context-sensitive solutions. It highlights the importance of teacher preparedness and systemic support in creating equitable learning environments globally.

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman. Gardner, H. (2006). Multiple Intelligences: New Horizons. Braun, V., & Clarke, V. (2019). Reflecting on Reflexive Thematic Analysis. Qualitative Research in Sport, Exercise and Health. Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD. UNESCO. (2017). A Guide for Ensuring Inclusion and Equity in Education.