Abstract

This study examines the theoretical foundations of managing differentiated instruction in History and Geography at lower secondary schools in accordance with the competency- and quality-oriented approach of Vietnam’s 2018 General Education Curriculum. Based on an analysis of relevant scientific literature and current regulatory documents, the article systematizes the principal components of differentiated instruction management, including the management of instructional objectives, curriculum content, teaching methods, modes of instructional organization, students’ learning activities, and the assessment of learning outcomes. The findings indicate that the coordinated management of these components is essential to ensuring the effective implementation of differentiated instruction and improving the quality of History and Geography education at lower secondary schools. The study provides a theoretical reference for educational administrators and teachers in organizing and managing teaching and learning activities to meet the requirements of ongoing general education reform.

Keywords: Differentiated instruction, educational management, History and Geography, lower secondary schools.