TEACHER COMPETENCIES IN APPLYING DIFFERENTIATED ENGLISH INSTRUCTION IN HIGHER PHILOLOGICAL EDUCATION

Abstract

Differentiated instruction adapts teaching to diverse learner needs, enhancing engagement and outcomes in higher education. This study explores essential teacher competencies for implementing differentiated English instruction in philological faculties, where students study languages and literature. Drawing from surveys and interviews with 150 educators across international philology programs, key competencies include assessment skills, content adaptation, and cultural sensitivity. Findings reveal gaps in professional development, with competencies like flexible grouping and technology integration proving critical for success. A table outlines core competencies and their applications. Results highlight the need for targeted training to equip teachers for mixed-ability classrooms in philological English courses.