Bridging Scientific Identity and ESD Through Inquiry-based learning: A Systematic Literature Review of Science Education Practices
Dinar Dayana, Hernani

Universitas Pendidikan Indonesia

Abstract

Education for Sustainable Development (ESD) equips students with a value-based framework that builds the skills and knowledge necessary for a better future. On the other hand, science identity provides a lens through which to view how students make sense of their role in the world of science. This reveals a research gap concerning how to link ESD with the development of science identity in practice. Therefore, this systematic literature review aims to analyze the potential of Inquiry-Based Learning (IBL) in connecting the two. The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, utilizing a comprehensive search technique across various electronic databases (such as Google Scholar and the Journal of Chemical Education) for studies published between 2021 and 2025. Studies were included if they empirically examined the intersection of IBL, ESD, and science identity (or its dimensions) within the context of undergraduate science education. The analysis results indicate that IBL is an effective instructional strategy for developing students^ Science Identity. Meanwhile, the context of ESD, when integrated with IBL, has the potential to strengthen and personalize science identity. However, the integration of these three elements remains limited and is an area requiring further exploration. Although direct evidence is still scarce, a synthesis of various findings in this review points towards an interesting conclusion: IBL has the potential to act as a mediating bridge connecting ESD with the formation of science identity. To strengthen these findings, future research could test the effectiveness of implementing IBL that integrates ESD values in fostering science identity.

Keywords: science identity, Education for Sustainable Development, inquiry-based learning, higher education, systematic review.

Topic: Chemistry and Chemistry Education