This systematic review examines the empirical literature on teaching climate change as a socio-scientific issue (SSI) in secondary science education between 2021 and 2026. Following PRISMA guidelines, 43 peer-reviewed articles were analyzed to identify key instructional strategies, student learning outcomes, and implementation challenges. Findings reveal four primary instructional approaches: argumentation and debate, project-based learning, technology-enhanced modeling, and place-based/action-oriented pedagogies. Student outcomes include enhanced conceptual understanding, improved argumentation and critical thinking skills, shifts in environmental attitudes, and increased action competence. However, significant implementation challenges persist, including teacher efficacy barriers, curriculum constraints, and the need to balance scientific complexity with emotional engagement. The review highlights the importance of teacher professional development and culturally responsive approaches to SSI-based climate education. Future research directions include longitudinal studies on behavioral outcomes, comparative effectiveness research, and exploration of SSI integration in diverse cultural contexts.
Cite this paper
Lin, S. (2026). Teaching Climate Change as a Socio-Scientific Issue: A Systematic Review of Strategies and Outcomes in Secondary Science Education (2021-2026)
. Open Access Library Journal, 13, e15169. doi: http://dx.doi.org/10.4236/oalib.1115169.
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