Advancing Scientific Literacy: A Systematic Review of Trends, Pedagogies and Challenges in the 21st Century
Saved in:
| Title: | Advancing Scientific Literacy: A Systematic Review of Trends, Pedagogies and Challenges in the 21st Century |
|---|---|
| Language: | English |
| Authors: | Yi Xie (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Scientific Literacy, Educational Trends, Science Education, Educational Strategies, Teaching Methods, Secondary School Science, Foreign Countries, Science Instruction, Educational Research, Publications, Active Learning, Student Projects, Inquiry, Problem Based Learning, Science and Society, Direct Instruction, Scientific Principles, Technology Integration |
| Geographic Terms: | North America, Asia, Africa, South America |
| DOI: | 10.1002/rev3.70140 |
| ISSN: | 2049-6613 |
| Abstract: | This study synthesized the current evidence on how SL is being advanced through pedagogical strategies, identified global and regional publication trends, and uncovered challenges educators and policymakers encounter in promoting SL. We conducted a systematic review of 54 peer-reviewed articles retrieved from Scopus, Web of Science, IEEE, Wiley and ScienceDirect. All studies were screened and analysed using the EPPI Reviewer tool to ensure rigour and consistency. Findings revealed distinct publication and regional trends, with the majority of studies focused on secondary education and concentrated in North America and Asia. Prominent pedagogical approaches included inquiry-based learning, problem- and project-based learning, socio-scientific issues, explicit instruction on the nature of science (NOS) and technology integration. However, advancing SL continues to face several challenges, including rigid curricula, inadequate teacher preparation and limited access to resources. Three key gaps emerged from the review: limited focus on SL in primary education, a lack of qualitative and mixed-methods studies, and a striking underrepresentation of research from Africa, South America and Oceania. We recommend that future studies adopt broader methodological frameworks and focus on underexplored educational levels and regions to ensure more equitable and globally relevant SL research. |
| Abstractor: | As Provided |
| Notes: | https://eppi.ioe.ac.uk/eppi-vis/Review/Index/851 |
| Entry Date: | 2026 |
| Accession Number: | EJ1503924 |
| Database: | ERIC |
| Abstract: | This study synthesized the current evidence on how SL is being advanced through pedagogical strategies, identified global and regional publication trends, and uncovered challenges educators and policymakers encounter in promoting SL. We conducted a systematic review of 54 peer-reviewed articles retrieved from Scopus, Web of Science, IEEE, Wiley and ScienceDirect. All studies were screened and analysed using the EPPI Reviewer tool to ensure rigour and consistency. Findings revealed distinct publication and regional trends, with the majority of studies focused on secondary education and concentrated in North America and Asia. Prominent pedagogical approaches included inquiry-based learning, problem- and project-based learning, socio-scientific issues, explicit instruction on the nature of science (NOS) and technology integration. However, advancing SL continues to face several challenges, including rigid curricula, inadequate teacher preparation and limited access to resources. Three key gaps emerged from the review: limited focus on SL in primary education, a lack of qualitative and mixed-methods studies, and a striking underrepresentation of research from Africa, South America and Oceania. We recommend that future studies adopt broader methodological frameworks and focus on underexplored educational levels and regions to ensure more equitable and globally relevant SL research. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70140 |
