Digital learning for mixed-ability classrooms: psycho-diagnostic challenges and educational psychology perspectives

<p><strong>Context and relevance.</strong> In Indian secondary schools, science classrooms often include students with varying learning needs, posing a challenge to traditional teaching methods. With increasing emphasis on inclusive education, particularly under the National Education Policy 2020, teachers are turning to digital tools to manage this diversity. However, the lack of structured diagnostic methods and adequate training hinders effective implementation. Educational psychology theories suggest that addressing learners’ individual needs through informal diagnostic insights, supported by technology, can lead to better outcomes. <strong>Objective.</strong> The purpose of this study is to explore how digital learning strategies, informed by educational psychology and informal psycho-diagnostic techniques, can support differentiated teaching in mixed-ability science classrooms. <strong>Hypothesis.</strong> It is assumed that combining digital tools with diagnostic observations helps teachers better engage diverse learners and design personalized instructional strategies. <strong>Methods and materials.</strong> A qualitative research approach was used, involving 20 science teachers from both private and government secondary schools in Delhi NCR. Data were collected through classroom observations, teacher interviews, and reflective notes. The study used the Technological Pedagogical Content Knowledge (TPACK) and SAMR (Substitution, Augmentation, Modification, Redefinition) models, alongside theories from Gardner and Vygotsky, to analyze teaching practices. <strong>Results.</strong> Teachers employed observation-based diagnostics and basic digital tools such as videos, simulations, and quizzes. While some moved towards modified instruction, most lacked training and access to advanced digital infrastructure. Despite challenges, a clear link emerged between diagnostic awareness and meaningful use of digital methods. <strong>Conclusions.</strong> Integrating informal diagnostic strategies with digital teaching tools enables more inclusive and responsive instruction. Strengthening teacher training and digital access is vital to make science education more adaptive to diverse learners.</p>