Technology for equity: a systematic review of AI, adaptive tools, and digital platforms in differentiated instruction

Jamil Suprihatiningrum; Ahmad Syaripudin

doi:10.1590/1983-3652.2026.61658

Authors

Jamil Suprihatiningrum State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia https://orcid.org/0000-0002-1836-8845
Ahmad Syaripudin State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia https://orcid.org/0009-0000-5606-0406

DOI:

https://doi.org/10.1590/1983-3652.2026.61658

Keywords:

Differentiated instruction, Artificial Intelligence, Adaptive learning systems, Digital platforms, Equity in education

Abstract

This study examines how artificial intelligence (AI), adaptive learning systems, and digital tools enhance differentiated instruction (DI) to advance educational equity in digital classrooms. Using a systematic review of 41 peer-reviewed studies published between 2015 and 2025, the study analyzes how different technologies support the four components of DI, namely content, process, product, and learning environment, under the PRISMA protocol. The synthesis identifies four main themes. Digital tools increase accessibility and foster multimodal engagement, though their adaptive functions often remain static. AI and adaptive systems enable real-time personalization but face persistent challenges related to algorithmic transparency, data demands, and contextual relevance. Innovative products and immersive environments such as virtual reality labs, educational games, and multimodal storytelling extend inclusion by providing multiple response formats, text-to-speech, and flexible submission options aligned with Universal Design for Learning principles. Teacher attitudes and institutional support consistently determine whether technological innovations lead to sustainable differentiation. The review demonstrates that technology strengthens DI only when educators integrate it with professional judgment, institutional commitment, and systemic equity frameworks. The findings offer actionable insights for teachers, researchers, and policymakers seeking to design digital learning environments that promote inclusion and educational justice.

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References

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