Abstract This study synthesized the current evidence on how SL is being advanced through pedagogical strategies, identified global and regional publication trends, and uncovered challenges educators and policymakers encounter in promoting SL. We conducted a systematic review of 54 peer‐reviewed articles retrieved from Scopus, Web of Science, IEEE, Wiley and ScienceDirect. All studies were screened and analysed using the EPPI Reviewer tool to ensure rigour and consistency. Findings revealed distinct publication and regional trends, with the majority of studies focused on secondary education and concentrated in North America and Asia. Prominent pedagogical approaches included inquiry‐based learning, problem‐ and project‐based learning, socio‐scientific issues, explicit instruction on the nature of science (NOS) and technology integration. However, advancing SL continues to face several challenges, including rigid curricula, inadequates 10763 teacher preparation and limited access to resources. Three key gaps emerged from the review: limited focus on SL in primary education, a lack of qualitative and mixed‐methods studies, and a striking underrepresentation of research from Africa, South America and Oceania. We recommend that future studies adopt broader methodological frameworks and focus on underexplored educational levels and regions to ensure more equitable and globally relevant SL research. Context and implications Rationale for this study: Despite growing interest in scientific literacy (SL), existing reviews often focus narrowly on single pedagogical approaches or regions. This study was undertaken to provide a structured synthesis of trends, strategies and challenges shaping SL research in the early 21st century, with attention to methodological and contextual gaps. Why the new findings matter: The findings show that progress in SL is constrained by the lack of instructional strategies and systemic constraints related to curriculum design, teacher preparation and resource availability. This highlights the need to move beyond isolated innovations toward more coherent and context‐sensitive implementation. Implications for researchers and educational institutions: Researchers are encouraged to adopt more qualitative, mixed‐method and context‐responsive designs, particularly in underrepresented regions and primary education. Educational institutions should align curricula, professional development and resource provision to support sustained implementation of inquiry‐oriented and socio‐scientific approaches.
Xie et al. (2026) studied this question.