This systematic literature review examines how experimental design is taught in chemistry education by using the PRISMA 2020 methodology. The review aims to identify research trends, analyze pedagogical approaches, and examine the pedagogical strategies and methods employed in this process, particularly concerning the preparation of future chemistry teachers. A search using the phrase "Teaching Design in Chemistry" was conducted in the Scopus database for the period from 2015 to 2024. After the inclusion and exclusion criteria were applied, 22 articles were selected for analysis. A combination of a priori and inductive coding identified key characteristics of the publications as well as educational levels, disciplines, and pedagogical strategies employed for teaching experimental design. The analysis revealed an increase in the number of publications after 2021, predominantly in North America and Europe, with a focus on university-level general and analytical chemistry courses. The main teaching strategies identified include inquiry-based learning, problem-based learning, project-based learning, and digital technologies. The review also identified several gaps, including the limited integration of experimental design instruction in both teacher education and school chemistry curricula and the dominance of short-term initiatives that hinder systematic implementation. Limitations of this review include the use of a single database (Scopus) and the restriction to publications in English and Russian. The findings emphasize the need for long-term specialized courses on experimental design that incorporate practical assignments and research projects as well as further research to create effective pedagogical strategies and enhance teacher professional development.
Zhunissova et al. (Mon,) studied this question.