Challenges to Adopt Differentiated Instruction in Higher Education in Hong Kong

Abstract

Aims: This paper aims to discuss the challenges and problems faced by teachers in adopting differentiated instruction (DI) at the higher education level in Hong Kong and to address them. Methodology: The opinion presented in this paper is based on the results of an action research conducted in 2022 and a review of previous research studies in this area. The major problems in implementing DI at the higher education level in Hong Kong are synthesized, and both qualitative and quantitative data from the action research have reflected the challenges in engaging both students and teachers by adopting a student-centred learning approach. The paper synthesizes the fruit of the research to share a deeper understanding of these challenges at a practical level for discussing and exploring the consistent findings across the research study to develop a feasible training problem for teachers for professional development. Results: The paper suggests a long-term cooperation between teaching, research, administrative, and department staff to help overcome the challenges of DI and reinforce it in Hong Kong. It proposes a cooperative research opportunity as an effective strategy for the professional development through practising DI, which will help reinforce the change from textbook-centred to student-centred learning. The paper presents a novel design for a research project. Conclusion: The cooperative research design presented in this paper has great potential to address culture-related challenges in engaging teachers and students in DI, promoting a student-centred teaching approach, and reinforcing DI in higher education in Hong Kong.