Understanding how socio-scientific issues shape science education worldwide: A systematic review

¹ Chemistry Education Department, Yogyakarta State University, 55281 Yogyakarta, Indonesia
² Electrical Engineering Department, Ahmad Dahlan University, 55166 Yogyakarta, Indonesia

^* Corresponding author: alfian_maarif@ieee.org

Published online: 22 December 2025

Abstract

This systematic review examines how socio-scientific issues (SSI) are implemented in science education across different countries between 2015 and 2024. Using the PRISMA protocol, a comprehensive search was conducted in Scopus and ERIC, yielding 1,243 unique records, of which 31 met all eligibility criteria. The reviewed studies represent sixteen countries and show that SSI is used primarily as a flexible learning context rather than a fixed instructional method. Environmental, health, energy, biotechnology, and culturally specific issues are commonly integrated to connect science learning with real-world societal challenges. SSI supports diverse pedagogical approaches, including context-based learning, dialogic engagement, and project-oriented activities. Across these studies, SSI enhances key student competencies such as argumentation, decision-making, critical and higher-order thinking, scientific literacy, environmental citizenship, engagement, and future thinking. The review highlights growing global interest in SSI and underscores the need for stronger assessment tools, including those designed for digital SSI, as well as greater teacher support to optimize its implementation.