In contemporary Greek society, it is an undeniable right of everyone to have access—both physical and digital—to all areas and services. The current Greek system must support the education of today’s learners and future citizens by ensuring they use accessibility tools effectively, while also cultivating empathy to facilitate easier access for all (inclusive education). The role of the modern teacher or philosopher must evolve to align with this shift. Educators require resources that motivate and connect with their students. The newly developed curricula appear to offer a foundational tool, enabling structured material and the application of differentiated teaching methods. This entry follows an integrative literature review approach. Articles were selected from databases, such as Google Scholar, Web of Science, and ERIC, using predefined keywords. Selection criteria included peer-reviewed status, relevance to DI, and publication within the last ten years.

For DI to be implemented, the necessary technological support is required, allowing secondary education teachers to apply it both in the production of material and in teaching. Additionally, students themselves must be able to use, apply, and create with these tools. DI is a pedagogical approach designed to respond to student diversity by adapting the content, process, product, and learning environment ^[1].

DI is more than just an innovative teaching approach; it is a pedagogical theory rooted in the principles of inclusion and equity. Kakana ^[2] described DI as a flexible framework that enables teachers to adapt instruction to students’ diverse needs, ensuring that “one size does not fit all” ^[2]. DI promotes equal educational opportunities, fostering student success without discrimination. Tomlinson ^[3] emphasized that DI involves systematic lesson planning to address students’ varying readiness levels, allowing them to achieve their full potential. It is a proactive approach that aligns with social justice values.

DI emphasizes flexible teaching methods to address students’ varying levels of readiness, interests, and learning profiles. For example, a teacher may use tiered assignments to accommodate different skill levels within the same classroom. The purpose of this entry is to analyze how DI has been conceptualized and implemented in various educational settings ^[4].