Educational systems have long faced the challenge of designing learning environments that effectively address the considerable intra- and inter-individual variability among students. While contemporary educational paradigms advocate for the personalization of learning opportunities and the universality of learning contexts as fundamental principles, the structural foundations of most school systems remain rooted in the demands of a bygone era: the Industrial Age. A paradigmatic shift is therefore imperative to meet the evolving calls of contemporary society. Achieving this transformation requires a strategic investment in the development of teachers’ professional competencies, a critical lever for pedagogical innovation, with technology playing a pivotal role in facilitating this transition. In response to this need, the web-based platform DINO Teaching was developed. Grounded in a comparative analysis of several models of differentiated instruction, the platform integrates these models into a unified conceptual framework. It is designed not only to support educators in the development of differentiated learning pathways, but also to foster a deeper transformation in the cognitive processes underlying instructional designing processes. The platform was implemented and evaluated over two academic years in teacher training programs. This study examines its effectiveness in fostering personalized learning and explores the barriers and facilitators influencing its practical application.