Socioscientific Issues Integration in Science Education for Developing Scientific Argumentation Skills and Supporting Sustainable Development Goals: A Systematic Review
DOI:
10.29303/jppipa.v12i4.14813Published:
2026-04-25Downloads
Abstract
Socioscientific Issues (SSI) integration in science education connects scientific concepts with complex real-world problems while fostering students’ scientific argumentation skills. This systematic review examines SSI integration in science learning, its contribution to students’ scientific argumentation, and the role of digital learning resources.The review followed PRISMA 2020 guidelines and analyzed empirical studies published between 2020 and 2025. Literature searches were conducted in October 2025 using Scopus, ScienceDirect, and Taylor & Francis Online with Boolean operators such as (“socioscientific issues” AND “scientific argumentation”). From an initial pool of 800 articles, 36 studies met the inclusion criteria and were analyzed through thematic synthesis. The findings reveal four dominant SSI integration patterns: scientific discuSSIon and debate, problem- and project-based learning, evidence-based decision-making, and digital instructional media. SSI integration consistently strengthens structural and dialogic argumentation, evidence evaluation, complexity-based reasoning, and consideration of ethical and social dimensions. However, studies integrating SSI into digital instructional resources remain limited. Teacher competence, argumentative scaffolding, and contextual issue relevance were identified as key supporting factors, while limited instructional materials and curriculum pressure became major barriers. These findings provide an empirical foundation for developing SSI-based science instruction and digital learning resources that support scientific argumentation in 21st-century education.
Keywords:
Digital teaching materials Science education Scientific argumentation Socioscientific Issues (SSI) Systematic literature reviewReferences
Abrori, F. M., Lavicza, Z., & Anđić, B. (2025). Enhancing socio-scientific reasoning of elementary school students through educational comics: a comprehensive exploration across diverse domain of knowledge. Education, 53(8), 1299–1320. https://doi.org/10.1080/03004279.2023.2266457 DOI: https://doi.org/10.1080/03004279.2023.2266457
Adams, J. D. (2020). Designing Frameworks for Authentic Equity in Science Teaching and Learning: Informal Learning Environments and Teacher Education for STEM. Asia-Pacific Science Education, 6(2), 456–479. https://doi.org/10.1163/23641177-bja10016 DOI: https://doi.org/10.1163/23641177-BJA10016
Agustin, A. A. R., Saefullah, A., & Septiyanto, R. F. (2025). Development of Interactive E-LKPD Based on Socio Scientific Issues (SSI) on Renewable Energy Material to Facilitate Students’ Critical Thinking. JURNAL PEMBELAJARAN FISIKA, 14(1), 14–26. https://doi.org/10.19184/jpf.v14i1.53695 DOI: https://doi.org/10.19184/jpf.v14i1.53695
Alkaher, I., & Carmi, N. (2024). Population growth as the elephant in the room: teachers’ perspectives and willingness to incorporate a controversial environmental sustainability issue in their teaching. Environmental Education Research, 30(9), 1432–1459. https://doi.org/10.1080/13504622.2023.2296358 DOI: https://doi.org/10.1080/13504622.2023.2296358
Annisa, R., Asrizal, A., & Werina, W. (2023). Application of Physics E-Learning Material Integrated Social-Scientific Issue Context to Improve Students’ Scientific Literacy Skills. Journal of Innovative Physics Teaching, 1(1), 29–39. https://doi.org/10.24036/jipt/vol1-iss1/7 DOI: https://doi.org/10.24036/jipt/vol1-iss1/7
Arthamena, V. D., Ayubi, M., Atun, S., & Putri, S. E. (2025). Effectiveness of a Problem-Based Learning Model Integrated with Socio- Scientific Issues to Improve Science Process Skills of High School Students. JKPK (Jurnal Kimia Dan Pendidikan Kimia, 10(1), 203–219. https://doi.org/10.20961/jkpk.v10i1.92581 DOI: https://doi.org/10.20961/jkpk.v10i1.97608
Assaraf, O. B. Z., Dawson, V., Eilam, E., Gokpinar, T., Goldman, D., NaugaUKer, N., Eka Putri, G. A. P., Subiantoro, A. W., Tolppanen, S., White, P., Widdop Quinton, H., & Dillon, J. (2025). Climate change education implementation: the voices of policymakers, profeSSIonal development providers, and teachers in five countries. International Journal of Science Education, 47(2), 191–213. https://doi.org/10.1080/09500693.2024.2314572 DOI: https://doi.org/10.1080/09500693.2024.2314572
Baltikian, M., Kärkkäinen, S., & KUKkonen, J. (2025). Adolescents’ attitudes toward climate change urgency: the role of scientific literacy and socio-scientific engagement. International Journal of Science Education. https://doi.org/10.1080/09500693.2025.2573050 DOI: https://doi.org/10.1080/09500693.2025.2573050
Casas-Quiroga, L., & Crujeiras-Pérez, B. (2020). Epistemic operations performed by high school students in an argumentation and decision-making context: Setrocia’s alimentary emergency. International Journal of Science Education, 42(16), 2653–2673. https://doi.org/10.1080/09500693.2020.1824300 DOI: https://doi.org/10.1080/09500693.2020.1824300
Chadwick, R., McLoughlin, E., & Finlayson, O. E. (2021). Teachers’ experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum. Irish Educational Studies, 42(3), 315–337. https://doi.org/10.1080/03323315.2021.1964565 DOI: https://doi.org/10.1080/03323315.2021.1964565
Choi, Y., & Lee, H. (2021). Exploring the effects of implementing a research-based SSI program on students’ understanding of SSI and willingness to act. Asia-Pacific Science Education, 7(2), 477–499. https://doi.org/10.1163/23641177-bja10033 DOI: https://doi.org/10.1163/23641177-bja10033
Christenson, N., & Walan, S. (2021). Developing Pre-service Teachers’ Competence in AsseSSIng Socioscientific Argumentation. Journal of Science Teacher Education, 34(1), 1–23. https://doi.org/10.1080/1046560X.2021.2018103 DOI: https://doi.org/10.1080/1046560X.2021.2018103
Christodoulou, A., Levinson, R., Davies, P., Grace, M., Nicholl, J., & Rietdijk, W. (2021). The use of Cartography of Controversy within socioscientific issues-based education: students’ mapping of the badger-cattle controversy in England. International Journal of Science Education, 43(15), 2479–2500. https://doi.org/10.1080/09500693.2021.1970852 DOI: https://doi.org/10.1080/09500693.2021.1970852
Dawson, V. (2024). Teachers’ support in developing year 7 students’ argumentation skills about water-based socioscientific issues. International Journal of Science Education, 46(3), 222–239. https://doi.org/10.1080/09500693.2023.2226334 DOI: https://doi.org/10.1080/09500693.2023.2226334
Dawson, V. M., & Venville, G. (2010). Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics. Res Sci Educ, 40, 133–148. https://doi.org/10.1007/s11165-008-9104-y DOI: https://doi.org/10.1007/s11165-008-9104-y
Engelen, E., & Budke, A. (2023). Secondary school students’ development of arguments for complex geographical conflicts using the internet. Education Inquiry, 14(1), 85–104. https://doi.org/10.1080/20004508.2021.1966887 DOI: https://doi.org/10.1080/20004508.2021.1966887
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s Argument Pattern for studying science discourse. Sci. Ed, 88, 915–933. https://doi.org/10.1002/sce.20012 DOI: https://doi.org/10.1002/sce.20012
Garrecht, C., Reiss, M. J., & Harms, U. (2021). I wouldn’t want to be the animal in use nor the patient in need’–the role of issue familiarity in students’ socioscientific argumentation. International Journal of Science Education, 43(12), 2065–2086. https://doi.org/10.1080/09500693.2021.1950944 DOI: https://doi.org/10.1080/09500693.2021.1950944
Gottschling, S., & Kammerer, Y. (2021). Readers’ Regulation and Resolution of a Scientific Conflict Based on Differences in Source Information: An Eye-Tracking Study. Discourse Processes, 58(5–6), 468–490. https://doi.org/10.1080/0163853X.2021.1930808 DOI: https://doi.org/10.1080/0163853X.2021.1930808
Günther, J., Muster, S., Kaiser, K., & Rieckmann, M. (2024). A multi-stakeholder perspective on the development of key competencies for sustainability in Education for Sustainable Development at school. Environmental Education Research, 30(10), 1651–1667. https://doi.org/10.1080/13504622.2024.2349934 DOI: https://doi.org/10.1080/13504622.2024.2349934
Hite, R. L., Childers, G. M., & Hoffman, J. (2025). Cultural–Historical Activity Theory as an integrative model of socioscientific issue based learning in museums using extended reality technologies. International Journal of Science Education, Part B: Communication and Public Engagement, 15(1), 79–94. https://doi.org/10.1080/21548455.2024.2324854 DOI: https://doi.org/10.1080/21548455.2024.2324854
Högström, P., Gericke, N., Wallin, J., & Bergman, E. (2024). Teaching Socioscientific Issues: A Systematic Review. Science and Education. https://doi.org/10.1007/s11191-024-00542-y DOI: https://doi.org/10.1007/s11191-024-00542-y
Jiang, L., Li, Z., & Leung, J. S. C. (2024). Digital multimodal composing as translanguaging assessment in CLIL claSSRooms. Learning and Instruction, 92. https://doi.org/10.1016/j.learninstruc.2024.101900 DOI: https://doi.org/10.1016/j.learninstruc.2024.101900
Jimenez, P. C., Zwickle, A., & Dauer, J. M. (2023). Defining and describing students’ socioscientific issues tradeoffs practices. International Journal of Science Education, Part B: Communication and Public Engagement, 14(3), 277–293. https://doi.org/10.1080/21548455.2023.2263608 DOI: https://doi.org/10.1080/21548455.2023.2263608
Kim, G., Mun, K., & Lee, H. (2020). Exploration of Middle School Students’ Ideas of Fine Dust Issues Using Issue Concept Maps. Asia-Pacific Science Education, 6(2), 564–583. https://doi.org/10.1163/23641177-bja10014 DOI: https://doi.org/10.1163/23641177-BJA10014
Kim, J. E., & Park, J. (2023). Elementary Students’ Management of Conflicts in an Engineering Design Process and Its Effects on Their Group Interaction Progress. Asia-Pacific Science Education, 26(6), 1–20. https://doi.org/10.1163/23641177-bja10060 DOI: https://doi.org/10.1163/23641177-bja10060
Knain, E., Tasquier, G., Jornet, A., Rokenes, H., & Mueller, M. L. (2025). School boundaries coming alive: Transforming education towards sustainability through open schooling initiatives. Acta Psychologica, 258. https://doi.org/10.1016/j.actpsy.2025.105192 DOI: https://doi.org/10.1016/j.actpsy.2025.105192
Kuhn, D. (2010). Teaching and learning science as argument. Sci. Ed, 94, 810–824. https://doi.org/10.1002/sce.20395 DOI: https://doi.org/10.1002/sce.20395
Kwon, J. H., Cha, H. J., Na, S. H., Um, H., Lim, S. E., Park, C., Ga, S. H., & Kim, C. J. (2022). Deriving the Key Competencies Required as an Extreme Citizen Scientist. Asia-Pacific Science Education, 49(5). https://doi.org/10.1163/23641177-bja10053 DOI: https://doi.org/10.1163/23641177-bja10053
Lee, H. (2022). Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues. Asia-Pacific Science Education, 8(2), 301–330. https://doi.org/10.1163/23641177-bja10050 DOI: https://doi.org/10.1163/23641177-bja10050
Leij, T., Avraamidou, L., Wals, A., & Goedhart, M. (2022). Supporting Secondary Students’ Morality Development in Science Education. Studies in Science Education, 58(ue 2), 141–181. https://doi.org/10.1080/03057267.2021.1944716 DOI: https://doi.org/10.1080/03057267.2021.1944716
Leij, T., Goedhart, M., Avraamidou, L., & Wals, A. (2024). Designing a module for supporting secondary biology students’ morality through socioscientific issues in the human-nature context. Journal of Biological Education, 58(5), 1186–1203. https://doi.org/10.1080/00219266.2023.2174160 DOI: https://doi.org/10.1080/00219266.2023.2174160
Marten, P. L., Aßmann, S., Baumgarten-Kelm, C., & Stadtler, M. (2025). Did 5G radiation really kill birds? Training lower secondary students in epistemic strategies to counter online misinformation. Learning and Individual Differences, 122. https://doi.org/10.1016/j.lindif.2025.102685 DOI: https://doi.org/10.1016/j.lindif.2025.102685
Mun, J., Kim, M., & Kim, S. W. (2022). How Seventh-Grade Students Experience the Complexity of Socioscientific Issues Through Decision Making on the Autonomous Vehicle Issue. Asia-Pacific Science Education, 8(1), 43–71. https://doi.org/10.1163/23641177-bja10040 DOI: https://doi.org/10.1163/23641177-bja10040
Na, S. H., Kim, J. U., Ga, S. H., Park, C., & Kim, C. J. (2022). Using an Ecological Approach to Explore Teacher Agency during the Implementation of a Citizen Science Education Program Using Arduino. Asia-Pacific Science Education, 8(2), 480–520. https://doi.org/10.1163/23641177-bja10054 DOI: https://doi.org/10.1163/23641177-bja10054
Ottander, K., & Simon, S. (2021). Learning democratic participation? Meaning-making in discuSSIon of socioscientific issues in science education. International Journal of Science Education, 43(12), 1895–1925. https://doi.org/10.1080/09500693.2021.1946200 DOI: https://doi.org/10.1080/09500693.2021.1946200
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89. https://doi.org/10.1186/s13643-021-01626-4 DOI: https://doi.org/10.31222/osf.io/v7gm2
Park, J., Kim, M., Kim, J., & Na, J. (2024). Investigating South Korean Students’ Risk Perception Related to the Development of Science and Technology. Asia-Pacific Science Education, 1(aop), 1–31. Retrieved from https://brill.com/view/journals/apse/10/1/article-p5_2.xml DOI: https://doi.org/10.1163/23641177-bja10075
Park, W., Lee, H., Ko, Y., & Lee, H. (2023). Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea. Journal of Curriculum Studies, 55(5), 580–597. https://doi.org/10.1080/00220272.2023.2239887 DOI: https://doi.org/10.1080/00220272.2023.2239887
Rahayu, S., Abdurrahman, H., K., S., A., & Ertikanto, C. (2025). Analysis of Teachers’ Needs in Renewable Energy Learning Programs Using SSI Integrated with PjBL-STEM to Enhance Collaborative Problem-Solving and Entrepreneurial Skills. Jurnal Penelitian Pendidikan IPA, 11(1), 774–782. https://doi.org/10.29303/jppipa.v11i1.9299 DOI: https://doi.org/10.29303/jppipa.v11i1.9299
Ram, R. (2019). Engaging young people in science education through socioscientific issues of biosecurity. Kotuitui, 15(1), 22–37. https://doi.org/10.1080/1177083X.2019.1637908 DOI: https://doi.org/10.1080/1177083X.2019.1637908
Rapanta, C. (2021). Can teachers implement a student-centered dialogical argumentation method across the curriculum? Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103404 DOI: https://doi.org/10.1016/j.tate.2021.103404
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. J. Res. Sci. Teach, 41, 513–536. https://doi.org/10.1002/tea.20009 DOI: https://doi.org/10.1002/tea.20009
Sari, D. R., Saputro, S., & Sajidan, S. (2025). A Systematic Review on Integrating SSI into Science Education: Its Impact on 21 st Century Skills (2014-2024. ESRJ, 2(1). https://doi.org/10.5281/zenodo.14693973 DOI: https://doi.org/10.60036/sa6n0870
Schaik, F. (2023). What happens if ...? Uncertainty in games and climate change education. Environmental Education Research, 29(12), 1891–1910. https://doi.org/10.1080/13504622.2023.2225811 DOI: https://doi.org/10.1080/13504622.2023.2225811
Smit, R., Rietz, F., & Büchel, D. (2025). Using the socioscientific issue approach to foster secondary students’ argumentation skills, science self-efficacy beliefs and science interest. International Journal of Science Education. https://doi.org/10.1080/09500693.2025.2460050 DOI: https://doi.org/10.1080/09500693.2025.2460050
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104(July), 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 DOI: https://doi.org/10.1016/j.jbusres.2019.07.039
Sparks, R. A., Jimenez, P. C., Kirby, C. K., & Dauer, J. M. (2022). Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100644 DOI: https://doi.org/10.3390/educsci12100644
Tolbert, S., Hipkins, R., Cowie, B., & Waiti, P. (2025). Epistemic agency, Indigenous knowledge, and the school science curriculum: reflections from Aotearoa New Zealand. International Journal of Science Education, 47(15–16), 1986–2002. https://doi.org/10.1080/09500693.2024.2356229 DOI: https://doi.org/10.1080/09500693.2024.2356229
Viehmann, C., Fernández Cárdenas, J. M., & Reynaga Peña, C. G. (2024). The Use of Socioscientific Issues in Science Lessons: A Scoping Review. In Sustainability (Switzerland (Vol. 16). https://doi.org/10.3390/su16145827 DOI: https://doi.org/10.3390/su16145827
Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58. https://doi.org/10.1007/BF03173684 DOI: https://doi.org/10.1007/BF03173684
License
Copyright (c) 2026 Desilawati Triana, Muhamad Yusup, Ida Sriyanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
