Implementation of Differentiated Learning to Realizing the Student Well-being in Educational Environment: Systematic Literature Review

Abstract

 Traditional educational approaches that use standard instructional methods fail to accommodate the wide range of learning needs, abilities, and interests of the students. This approach can lead academic stress, decreased motivation, and impaired psychological well-being among students. Although the potential benefits of differentiated learning have been recognized, there is a lack of understanding of how this practice specifically contributes to student well-being in educational environment. This literature review examines the relationship between differentiated learning approaches and student well-being in educational environments. This research is a literature review that aims to find scientific and theoretical studies. The literature review was obtained articles which published in the last 5 years, from 2020 to 2025. The author reviewed several journals consisting of international and national journals, with various methods to find out the results of research about the differentiated learning and its effects on student well-being. The analysis reveals significant correlations between differentiated learning approaches and student well-being. It is because differentiated learning can reduce academic stress, improved selfefficacy, and stronger teacher-student relationships. The results showed that differentiated learning not only for academic achievement but as a critical component in creating educational environments that holistically support student well-being and positive development.