BIOLOGICAL LITERACY IN THE 21ST CENTURY: A SYSTEMATIC REVIEW OF TEACHING STRATEGIES AND STUDENT OUTCOMES

Nofamataro Zebua; Yan Piter Basman Ziraluo

doi:10.18542/rmi.v20i34.19480

Margens: Revista Interdisciplinar

BIOLOGICAL LITERACY IN THE 21ST CENTURY: A SYSTEMATIC REVIEW OF TEACHING STRATEGIES AND STUDENT OUTCOMES

Nofamataro Zebua, Yan Piter Basman Ziraluo

Resumo

A significant obstacle to education in the 21st century is the low level of biological literacy among high school students, particularly when it comes to addressing global issues such as biotechnology, the environment, and health. The need for a comprehensive evaluation of successful teaching methods is underscored by the urgency of improving this literacy. The objective of this study is to conduct a systematic analysis of various teaching approaches that have been used to improve biology literacy in secondary education between 2020 and 2025. Fifteen academic articles indexed by Scopus were thematically analyzed using a Systematic Literature Review methodology based on the PRISMA protocol. The results indicate that methods such as discipline-specific literacy, student-centered learning, the scientific method, and the integration of digital technology significantly improve students’ cognitive, affective, and scientific skills. However, several issues remain, such as student misconceptions, pedagogical shortcomings among teachers, and a lack of real-world context in teaching resources. This study suggests the development of more inclusive, contextual, and holistic learning models. The findings have significant implications for educators, curriculum designers, and policymakers in creating innovative and impactful science teaching methods in an era of global complexity.

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DOI: http://dx.doi.org/10.18542/rmi.v20i34.19480

Direitos autorais 2026 Yan Piter Basman Ziraluo, Nofamataro Zebua, Murnihati Sarumaha