BRIDGING SCIENTIFIC IDENTITY AND ESD THROUGH INQUIRY-BASED LEARNING: A SYSTEMATIC REVIEW OF SCIENCE EDUCATION PRACTICES IN HIGHER EDUCATION (2016-2025)

Dinar Dayana, Hernani Hernani

Abstract


Education for Sustainable Development (ESD) equips students with sustainability values, while science identity influences how they perceive their role in the world of science. This systematic literature review analyzes the potential of Inquiry-Based Learning (IBL) as a bridge between ESD and science identity. Following the PRISMA guidelines, this review searched Google Scholar and the Journal of Chemical Education for publications from 2016 to 2025 that examined all three elements in the context of undergraduate science education. The analysis results indicate that IBL has the potential to develop students’ science identity, and that integrating ESD contexts into IBL can strengthen that identity. Although the integration of these three elements remains limited, a synthesis of the findings suggests that IBL has the potential to serve as a bridge between ESD and the formation of science identity. Further research is needed to test the effectiveness of IBL that integrates ESD values in fostering students’ science identity.


Keywords


Science identity; ESD; IBL; higher education; systematic review

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.10400

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