Exploring Differentiated Instructional Strategies in Higher Education

Abstract

This study explores differentiated instructional strategies in higher education, focusing on municipal universities in Beijing to address the needs of students requiring special academic and psychological support. Despite standardized cultivation frameworks in universities, significant variations persist among undergraduates in academic planning, cognitive traits, and psychological profiles. A minority of students face challenges due to cognitive misjudgments (e.g., unrealistic self-assessment), goal fixation (e.g., excessive focus on postgraduate exams or studying abroad), psychological barriers (e.g., social withdrawal), or mental health crises, which hinder their academic integration and personal development. Universities must adopt flexible, compliance-oriented differentiated instruction within standardized frameworks to support at-risk students. Strategies should balance personalized interventions with institutional fairness, ensuring equitable opportunities for all students while safeguarding academic integrity.