Résumé:
This study aims to investigate EFL teachers’ perceptions of implementing differentiated
instruction in higher education, specifically within the Department of English at Mohamed
Seddik Benyahia University. The research verifies the hypothesis that EFL teachers have
positive perspectives on differentiated instruction pedagogy and are open to intgrate it in their
classrooms if they receive proper training.To achieve the objectives and answer the research
questions, a mixed-method approach was adopted; both qualitative and quantitative data
collection methods were used. Firstly, a questionnaire was administered to thirty-five (35)
EFL teachers in the English department to gather insights into their beliefs, experiences, and
attitudes toward differentiated instruction. Secondly, classroom observations were conducted
in eight different classes, taught by different teachers, to observe the practical application and
challenges of implementing differentiated instruction principles and techniques in real
settings
