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Research topic/aim: The aim of this scoping review is to identify and synthesise empirical research conducted in inclusive compulsory school classrooms that incorporates teachers' implementations of differentiated instruction. It is also to gain an understanding of the characteristics of these instruction practices when involving students with high abilities. 

Theoretical framework: The review is part of a PhD project where the theoretical framework includes sociocultural theory on learning and development, with an emphasis on the Zone of Proximal Development (Vygotsky, 1978). This zone is defined as the space between what a student can learn on their own or with socially interactive support from a teacher or a peer, thus enabling students with high abilities to further develop and reach their full potential. Additionally, the theoretical framework includes a relational perspective to understand the causes of difficulties and problems at school (Ahlberg, 2015) that may exist for students with high abilities.

Methodological design: A scoping review of 22 peer-reviewed research articles was conducted. The study followed a literature review outline (Mak & Thomas, 2022) and also included a thematic analysis in order to identify patterns in the data, in other words, what characterises teachers’ differentiated instruction practices. 

Expected conclusions/findings: The review identified 11 themes that reflect the characteristics of differentiated instruction practices in inclusive compulsory school classrooms involving students with high abilities. The following themes emerged from the analysis of the data: (1) A common overall goal together with individual goals; (2) An ongoing formative assessment and elements of summative assessment; (3) Provision of appropriate and meaningful tasks for all students; (4) Provision of various learning activities and resources; (5) Utilisation of digital technologies; (6) Authentic content and generalisability; (7) Enrichments and adjusted pace; (8) Student autonomy and choices; (9) Different question strategies; (10) A variety of grouping strategies; and (11) Nurturing a positive classroom environment and climate.

The preliminary review result encompasses instances where teachers differentiate instruction to create more inclusive classrooms, demonstrating its feasibility despite the challenges identified in previous research. 

Relevance to Nordic educational research: The PhD project is related to the GiftED doctoral programme and is relevant to Nordic educational research. It is also relevant to head teachers and teachers, teacher educators and teacher students, and those interested in giftedness, high abilities, differentiated instruction, and inclusive education.