International Journal on Science and Technology

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Current Trends in Science Education: A Systematic Review

Author(s) Dr. Kalpana Thakur
Country India
Abstract The period from 2020 to 2026 has witnessed unprecedented transformation in science education, driven by the COVID-19 pandemic, rapid advances in educational technology, and international curriculum reform. It is critical for the educators and policy makers globally to understand which teaching strategies most effectively promote cognitive outcomes, science competency skills, and attitudinal outcomes in school-level learners. The present paper aimed to conduct the systematic review to examine the effectiveness of teaching strategies at school-level science education, focusing on three outcome domains: (1) cognitive outcomes (academic achievement, critical thinking, knowledge retention), (2) science competency skills (inquiry skills, problem-solving, 21st-century skills), and (3) attitudinal outcomes (motivation, interest, self-efficacy). A systematic search was conducted across four open databases—ERIC, Scopus, PubMed Central, and DOAJ—using pre-defined Boolean search strings. Studies published between January 2020 and June 2026 targeting school-level science education were eligible. 87 studies were selected that met the inclusion criteria (included meta-analyses, experimental, quasi-experimental, and qualitative studies). Results indicated - Inquiry-Based Learning (IBL) demonstrated the strongest cognitive benefits (Cohen’s d = 0.62–0.81), while STEM-integrated approaches showed broad competency skill development (effect size = 0.57 for higher-order thinking). Project-Based Learning and Problem-Based Learning significantly improved science competency skills 21st-century skills. Technology-integrated strategies, particularly Augmented Reality (AR) and gamified environments, showed moderate to strong attitudinal benefits (d = 0.54–0.73) and meaningful cognitive gains. Student-centered pedagogies consistently outdid traditional instruction across all three outcome domains.
Keywords science education, systematic review, teaching strategies, cognitive outcomes, science competency skills, attitudinal outcomes
Field Sociology > Education
Published In Volume 17, Issue 2, April-June 2026
Published On 2026-06-24
DOI https://doi.org/10.71097/IJSAT.v17.i2.11315
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