DIFFERENSIAL TA’LIM USULLARINING SAMARADORLIGI

Abstract

This thesis analyzes the theoretical foundations of differentiated instruction and its application in higher education. Specifically, it examines the role of methods such as active learning, student-centered learning, and culturally responsiveness strategies within the context of differentiated teaching. Based on the analysis of international studies, it was found that these methods positively influence students’ engagement in the learning process, improve academic performance, and contribute to personal development. Additionally, methods such as flipped classrooms, blended learning, and team-based learning are evaluated as effective tools for supporting differentiated approaches.