The relationship between differentiated instruction and learner levels of engagement at university

Purpose The aim of this paper is to explore the importance individual learner differences and effect differentiated instruction (DI) has on learners' levels engagement. Design/methodology/approach author carried out research using a small-scale action (AR) study. Findings findings suggest that in acknowledging responding differences, especially interests, engagement are positively affected. Research limitations/implications This study’s key limitations were sample size, short-term study potential teacher as researcher bias. Practical implications Recommendations made for further longitudinal into relationship between DI language at University. An additional looksbeyond learning HE, could add value pedagogic approaches, which make courses greater intrinsic its students. Originality/value aims help fill gap literature application DI, well unique perspective within university context.