What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica)

Abstract Differentiated instruction (or differentiation) is widely recognised internationally as an inclusive pedagogical approach for addressing learner diversity; however, how it is understood and used within the Italian schooling context has been underexplored. The study points to the need for ongoing research into teachers' pedagogical thinking about differentiation, reflecting its increasingly central role in today's diverse classrooms. This study explored how Italian teachers understand, define, and use differentiated instruction (differenziazione didattica) and how professional development relates to teachers' confidence in meeting diverse learning needs. Using a cross‐sectional mixed‐methods survey, data were collected from 47 primary and secondary teachers across multiple Italian regions. Qualitative responses were analysed inductively and deductively, alongside descriptive and inferential statistical analyses. Findings indicate that the term differentiated instruction is not widely or consistently used, with many teachers conflating it with personalisation or individualisation, or associating it primarily with disability support. While most teachers expressed a commitment to inclusive practice, only a minority had received formal professional development in differentiation. Importantly, professional development was significantly associated with higher teacher confidence, regardless of years of teaching experience. These findings highlight a conceptual dilemma in Italian teachers' understanding of differentiation and underscore the need for greater clarity and professional development.