This research aims to examine recent studies on the dimensions necessary for developing mathematical modelling instruction and established frameworks used in teaching mathematical modelling. The study followed the steps outlined as such: identification, screening, eligibility, inclusion, and data analysis throughout three search engines: ERIC, ScienceDirect, and Scopus. The study followed the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol and found 18 articles related to the topic. The findings showed that a well-balanced approach to implementing the three dimensions of teaching mathematical modelling; design of activity, pedagogy, and assessment systems which enhances the teaching and learning experience. The findings of the systematic literature review showed that most authors emphasized the authenticity and uniqueness of activities, highlighting the importance of engaging learners with interesting tasks. Finally, authors from Hong Kong, Australia, and Germany have been widely active in developing frameworks and dimensions for teaching mathematical modelling as they emphasize the application of modelling in secondary schools. A key significance of this study is that reviewing effective frameworks for designing mathematical modelling tasks, teaching modelling lessons, and assessing students’ work can help educators improve their lessons and create a better classroom environment.
Hidayat et al. (2025) studied this question.