Scientific literacy in Chemistry Education (2014–2025): a systematic review
Abstract
Scientific literacy (SL) has become a central axis in Chemistry Education (CE) due to its role in fostering critical thinking, conceptual understanding, and citizenship. This study investigated how SL has been addressed in CE research from 2014 to 2025 through a systematic review. Forty-one articles met the inclusion criteria and were analyzed using categorical content analysis, resulting in seven thematic categories: phenomenological, theoretical–conceptual, representational, textbook-focused, teacher education, practice, and sustainability. Findings indicate a diverse set of pedagogical and methodological approaches, with frequent use of problem-based learning, analogies, face-to-face and virtual experiments, contextualized instruction, and socioscientific issues. Effective promotion of SL was associated with the articulation of theory and practice, innovative didactic resources, and attention to cultural, linguistic, and environmental contexts. Despite advances, gaps persist in longitudinal evaluations, sociocultural representativeness, and critical analyses of curriculum materials. Strengthening SL in CE depends on sustained teacher development, renewal of pedagogical instruments, and incorporation of the ethical and political dimensions of science. The review offers theoretical and methodological insights to inform future research, educational practice, and public policies aimed at a critical, contextualized, and socially transformative scientific literacy.
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Evidence Hub reads this as a systematic review. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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