Integrating Deep Learning Approaches to Enhance Scientific Literacy in Chemistry Education for Sustainable Development: A Systematic Review
Putry Ayuningtyas, Hernani Hernani

Program Studi Pendidikan Kimia, FPMIPA, Universitas Pendidikan Indonesia

Abstract

Education for Sustainable Development (ESD) views education as the key to unlocking progress towards all global development goals. In the goal of advancing education, scientific literacy plays a crucial role in shaping students who are literate in information and digitalization. This is in line with learning using a deep learning approach. This Systematic Literature Review (SLR) research identifies trends, learning strategies, and challenges in developing scientific literacy related to ESD in chemistry learning at the high school level. The literature search process was conducted through the ScienceDirect and Google Scholar databases, spanning the years 2014 to 2025, covering the Deep Learning Approach, scientific literacy, and ESD at the high school level. The analysis results indicate that the deep learning approach can be used in developing scientific literacy to support ESD. This study also emphasizes the importance of integrating environmental and sustainability issues into the secondary education curriculum. However, teachers^ limitations in linking scientific concepts to the context of sustainability and the lack of learning tools that support the integration of ESD principles remain obstacles. This study concludes that scientific literacy plays a crucial role in the successful implementation of ESD at the high school level.

Keywords: Deep Learning Approach, Chemistry Learning, Education for Sustainable Development (ESD), Science Literacy.

Topic: Chemistry and Chemistry Education