Critical pedagogy has gained global recognition for fostering emancipatory and socially connected educational practices, yet its integration within mathematics classrooms, particularly in Nepal, remains underexplored. This systematic review, conducted in accordance with PRISMA 2020 guidelines, synthesises findings from 25 peer-reviewed articles published between 2012 and 2024, including empirical qualitative and quantitative studies. The results demonstrate that applying critical pedagogy in mathematics enhances student engagement, critical thinking, and conceptual understanding, while also promoting social justice by linking mathematical concepts to real-life social issues. However, significant challenges hinder widespread adoption, including resistance stemming from entrenched traditional teaching methods, cultural values, emphasis on rote memorisation, and limited teacher training resources. The review reveals the urgent need for targeted professional development to effectively support educators in implementing these transformative approaches. Addressing these barriers can foster more equitable, student-centered mathematics education and contribute to broader educational reforms.
Hari Prasad Lamsal (2025) studied this question.