Assessment instruments, measured dimensions, and instructional interventions for cultural literacy in primary schools: A systematic literature review

Cultural literacy is regarded as an essential outcome of primary education, yet how it is measured remains poorly consolidated. This systematic literature review examines the instruments, assessed components, and instructional interventions reported in empirical studies of cultural literacy among primary school students. Following PRISMA 2020, Scopus and SpringerLink were searched for English-language articles published between 2016 and 2026. Screening, eligibility assessment, and quality appraisal yielded 13 studies, 11 of which were conducted in Indonesia. Questionnaires were the most frequently used instrument (9 of 13 studies; 69.2%) and were typically combined with written tests, interviews, or observation. A provisional cognitive-affective-behavioural map reveals that cognitive and affective components were coded more. Ethnoscience and local wisdom integration was the most frequent intervention category. The findings underscore a possible imbalance between attitudinal or knowledge indicators and performance-based evidence. As the corpus is small and geographically concentrated, and psychometric quality was not appraised, these patterns are tentative. The review offers a preliminary map of measurement practice and points to the need for explicit construct definitions, child-appropriate multi-method assessment, and validated behavioural tasks.