Making master's thesis writing a journey of mastery: A systematic review

Abstract A master's thesis is a unique blend of independent work and shared responsibility between the supervisor and the student. While the crucial roles of thesis supervisors and institutional environments are widely acknowledged, it is the students' proactive behaviours and actions that hold the key to shaping the level of support they receive and the ultimate outcomes they achieve. This paper presents a systematic review of 51 carefully selected peer‐reviewed studies on writing a master's thesis. Based on a meticulous thematic analysis, the study has developed a conceptual framework encompassing the key phases of preparation, engagement, and outcomes. The findings underscore the importance of students' careful planning before embarking on the thesis journey and their multidimensional engagement as a prerequisite for optimising supervisory support, maximising learning opportunities, and achieving meaningful outcomes. Context and implications Rationale for this study: The master's thesis is widely recognized as a challenging and transformative component of master's degree programs, yet it remains a “neglected essential” in university pedagogy. Why the new findings matter: This systematic review provides a comprehensive framework to promote student agency and engagement, transforming thesis writing into a rich learning journey. Implications for students, supervisors, policy‐makers, and researchers: Students should actively select thesis topics that are well‐aligned with their interests and take ownership of their learning. Supervisors should guide students in topic selection and provide timely, supportive feedback with care and empathy to maintain their engagement. Universities should ensure alignment between students' and supervisors' research interests, reduce supervisory workloads, and provide necessary resources. The systematic review highlights the importance of conducting further research on disciplinary differences, developing practical strategies to help students manage their time effectively, and examining the experiences of minority students, particularly in underrepresented contexts.