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Advancing Scientific Literacy: A Systematic Review of Trends, Pedagogies and Challenges in the 21st Century

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Title: Advancing Scientific Literacy: A Systematic Review of Trends, Pedagogies and Challenges in the 21st Century
Language: English
Authors: Yi Xie (ORCID 0000-0002-6553-2345), Abdullahi Yusuf (ORCID 0000-0003-2487-0564)
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
FullText Text:
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  Data: Advancing Scientific Literacy: A Systematic Review of Trends, Pedagogies and Challenges in the 21st Century
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  Data: <searchLink fieldCode="AR" term="%22Yi+Xie%22">Yi Xie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6553-2345">0000-0002-6553-2345</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdullahi+Yusuf%22">Abdullahi Yusuf</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2487-0564">0000-0003-2487-0564</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2026 14(1).
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  Data: 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
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  Data: Y
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  Data: 33
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+and+Society%22">Science and Society</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink><br /><searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink><br /><searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink><br /><searchLink fieldCode="DE" term="%22South+America%22">South America</searchLink>
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  Data: 10.1002/rev3.70140
– Name: ISSN
  Label: ISSN
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  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://eppi.ioe.ac.uk/eppi-vis/Review/Index/851
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  Data: 2026
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  Data: EJ1503924
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        Value: 10.1002/rev3.70140
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      – Text: English
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        PageCount: 33
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      – SubjectFull: Scientific Literacy
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      – SubjectFull: Educational Trends
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      – SubjectFull: Science Education
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