Transforming Higher Education EFL Classrooms: Instructors' Insights on Differentiated Instruction in the Context of KUE

Abstract

This policy briefing translates the findings of the study conducted at Kotebe University of Education (KUE) into actionable points by University leadership and educational stakeholders. The policy briefing is framed based on international standards. The study examined the KUE EFL instructors’ perceptions of implementing Differentiated Instruction (DI), the extent to which it is employed in the classroom and the challenges the practitioners often face. Though DI is widely advocated as an inclusive and learner-centered pedagogical approach particularly in English as a Foreign Language (EFL) education, its practical enactment remains languished tightening by several systemic and infrastructural barriers such as rigid curricula, time constraints, large and heterogeneous classes, limited technological and institutional support, absence of national proficiency benchmarks, and inadequate professional development. The findings revealed that while instructors demonstrate strong conceptual understanding and positive attitudes toward DI, its classroom implementation is minimal and inconsistent. The research also indicated that while instructors value learner-centered approaches, actual classroom sessions remain predominantly teacher-led. The analysis of legal documents also accentuated that there is a gap in policy framework which enforces the DI implementation. To sum up, the rigid systemic barriers and resource constraints have become the primary inhibitors of the proper implementation of DI and, hence this policy briefing is framed to enact a shift toward a system-supported differentiated instructional model.