Introduction: cultural literacy is recognized as a crucial component in biology education because it allows the integration of scientific concepts with local cultural values, narratives, and practices. The objectives of this study are 1) to identify the main elements that constitute the focus of cultural literacy research in biology education, 2) to analyze the theories and conceptual approaches employed in the study of cultural literacy within biology education, and 3) to outline the future directions and potential research opportunities related to cultural literacy in the context of biology education. Methods: this study employed a Systematic Literature Review (SLR) following PRISMA guidelines. A total of 12 articles were analyzed after completing the screening and eligibility process using the PRISMA framework. Results: findings reveal four main elements in cultural literacy research: integration of local values, development of culture-based curricula, strengthening cultural identity, and fostering multicultural competencies. Theoretical approaches include Culturally Responsive Teaching, Social Constructivism, and Ethnopedagogy. Research gaps include the absence of standardized measurement instruments, underdeveloped culture-based learning technologies, and limited empirical studies linking cultural literacy to ecological attitudes. Conclusions: cultural literacy enriches biology education by bridging science with socio-cultural realities, contributing to sustainable development goals. Addressing conceptual and methodological gaps through cross-disciplinary approaches and community engagement will enhance relevance, equity, and sustainability in biology learning.
Nurlia et al. (Tue,) studied this question.