Integrating Socio-scientific Issues in Chemistry Learning to Enhance Critical Thinking Skills: Systematic Literature Review

Abstract

Background: 21st-century chemistry education requires the development of critical thinking skills to enable students to address complex social, scientific, and environmental issues. Integrating socio-scientific issues (SSI) into chemistry instruction has emerged as a promising approach to foster these competencies. Objective: This study aims to systematically examine the effect of SSI integration on students' critical thinking skills, identify the most effective learning models for SSI implementation, and analyze the challenges encountered in chemistry education.Methods: This study employed a Systematic Literature Review (SLR) by reviewing articles published between 2015 and 2025 from the ERIC, Google Scholar, and Scopus databases. Following predefined inclusion and exclusion criteria, 21 eligible studies were selected and analyzed using a narrative synthesis approach.Research Results: The findings indicate that SSI integration consistently enhances students' critical thinking skills, particularly in analysis, evidence evaluation, scientific argumentation, and data-driven decision-making. Problem-Based Learning and Inquiry-Based Learning were identified as the most effective and frequently used instructional models for SSI implementation, followed by case-based learning, argumentation, and project-based learning. Nevertheless, several challenges remain, including limited teacher readiness, insufficient learning resources, time constraints, and students' difficulties in constructing scientific arguments.Conclusion: Integrating SSI into chemistry learning is an effective strategy for improving students' critical thinking and scientific literacy. Its successful implementation requires adequate teacher competence, appropriate instructional materials, and supportive curriculum policies to maximize learning outcomes.