Education serves as the foundation for national development. In an ever-evolving world marked by daily scientific breakthroughs, the methodologies employed in teaching the sciences must evolve alongside, demanding constant innovation and adaptability. A key aspect of educational goals involves the implementation of teaching strategies to reinforce skills such as curiosity, observation, interpretation, and the cultivation of an open-minded approach (Johnson, 1962). These skills are key not only for the academic journey but also for inculcating an attitude that propels students towards greater success in accomplishing their own goals and progressing in their career path.

Chemistry and biology are both challenging sciences that require sophisticated pedagogical methods and models for a complete understanding since they involve sub-microscopic, macroscopic levels, and even symbolic mechanisms (Johnstone, 1991; Senisum et al., 2022). At the macroscopic level, chemical phenomena are directly observed through their visible properties, such as changes in state, color, density, temperature, and flammability, which facilitates students’ learning through direct perception. At the submicroscopic level, models explain these properties based on the arrangement and behavior of ions, atoms, and molecules on a nanometric scale. The symbolic level employs equations and chemical formulas to mathematically represent the phenomena observed and explained at the other two levels. It is crucial for students to deeply understand chemistry by integrating the macroscopic, submicroscopic, and symbolic levels into their learning (Bedin et al., 2023).

The role of teachers becomes essential to properly transmit or inhibit learning (Blonder et al., 2023). Adopting new strategies and technologies strongly supported education continuing during the COVID-19 pandemic (Ballaz et al., 2023) which has already given good results, and such technologies have been implemented in the current education landscape (González-Villavicencio and Estrella-Flores, 2023).

A notable example of the integration of new technologies and strategies is blended learning, an educational approach that supplements traditional in-person instruction with online teaching (Bautista-Arpi et al., 2023; Setiawan et al., 2023). This integration demands the implementation of various strategies, including the incorporation of Information Communication Technologies (ICTs) into teaching and learning processes (Ratheeswari, 2018). Concurrently, continuous advancements in pedagogical strategies have raised a dynamic equilibrium among Technology, Pedagogy, and Content Knowledge (TPACK framework) (Koehler and Mishra, 2009). Another innovative method involves the utilization of Customized Pedagogical Kits (CPKs), allowing the tailoring of pedagogical activities to meet the unique needs of students, thereby enhancing comprehension of complex concepts (Easa and Blonder, 2022). This multifaceted integration of frameworks and tools reflects an ongoing commitment to enriching the educational landscape through thoughtful and adaptive methodologies.

The distinctiveness of scientific pedagogy, particularly in chemistry and biology, lies in its emphasis on teaching students not only what to learn but also how to learn effectively. The objective is to instill in students the ability to unravel ideas, disseminate information, and articulate topics related to the everyday world, all rooted in scientific evidence. Crucially, involving students in early research is paramount to fostering the discovery of knowledge and cultivating scientific skills, commonly referred to as science process skills (Funk, 1985). Chemistry and biology necessitate experiences beyond the confines of the traditional classroom and textbooks. Engaging in experimental practices, often guided by “cookbook” instructions, becomes instrumental. These hands-on experiences in the laboratory not only provide a platform for exploring intriguing practices but also serve as a catalyst for discoveries or simply, the joy of learning. Therefore, laboratory practices, or practical work, can serve as a bridge, enabling teachers to connect their instructional methods with their research duties (Bradforth et al., 2015).

A limited number of systematic literature reviews (SLRs) addressing the interplay between teaching and research processes in chemistry and biology education have been conducted thus far. For example, Chiu (2021) explored 45 papers on digital technologies in chemical education and identified augmented reality (AR) and virtual reality (VR) as prominent technologies over the past decade. Additionally, eye-tracking experiments and learning analytics were recognized as supporting educational research (Chiu, 2021). Bellou et al. (2018) conducted an SLR of 43 papers, providing a comprehensive overview of digital learning technologies in chemistry. Their analysis emphasized constructivism and highlighted visualizations and simulations as the primary technologies for representing the abstract scientific world (Bellou et al., 2018). Agustian et al. (2022) focused on laboratory competence, reviewing 136 papers and highlighting disciplinary learning, higher-order thinking, epistemic learning, transversal competence, and the affective sphere. Oliveira and Bonito (2023) concentrated on practical work in science education, reviewing 53 studies and emphasizing the importance of material handling, competence in scientific processes, enhanced understanding of the nature of science, and the mobilization of scientific knowledge together with minds-on method (Oliveira and Bonito, 2023).

Socio-scientific issues in chemistry education were explored by Çalık and Wiyarsi (2021), who analyzed 65 papers, emphasizing opportunities to make chemistry learning and chemical literacy sustainable (Çalık and Wiyarsi, 2021). In biology, Setiawan et al. (2023) stood out by reviewing 23 papers related to blended learning implementation, highlighting challenges, diverse strategies employed, and perceptions. Gumanová and Šukolová (2022) conducted an SLR analyzing the competence of university teachers based on 35 studies as a means of assessing teaching quality.

Despite many SLRs exploring multiple databases, the overall number of articles is often limited, and many fail to provide a robust quality assessment process, posing a risk of bias. This paper introduces, for the first time, a comprehensive compilation of strategies applicable across various learning environments within the experimental sciences of chemistry and biology. Our analysis of 81 studies obeys the rigorous systematic structure outlined in the PRISMA statement (Page et al., 2021). This approach enables the presentation of quantitative insights into the key characteristics of the state-of-the-art in the last five years. Additionally, it unveils the principal strategies, tools, and skills crucial for fostering a culture of learning and teaching grounded in research.

Conducting a literature review on strategies to strengthen teaching-research skills in chemistry and biology education is crucial for identifying trends and gaps in research, understanding the population categories and specific areas most benefited, and recognizing the innovative methodologies and tools utilized. This will enhance the professional development of educators, improve educational quality, and ensure that policy and curricular decisions are based on robust evidence, aligning with the needs of society and the labor market. Furthermore, these disciplines are not only essential for understanding the natural world and scientific innovation, but they also serve as cornerstones in shaping future scientists and informed citizens. Integrating research into teaching not only enhances students’ theoretical and practical understanding but also fosters the development of critical skills such as analytical thinking, problem-solving, and creativity. This not only prepares students better for careers in the sciences but also promotes a culture of research and discovery from an early age, crucial for addressing global challenges and advancing scientific and technological knowledge in the future.

The present SLR aims to analyze a compendium of articles on the current strategies for educational research in chemistry and biology to improve learning environments and strengthen the research abilities of chemistry and biology pedagogues. Through the present SLR, we answer the following five (5) research questions (RQ):

The PRISMA methodology was employed to conduct the research, ensuring transparency and reproducibility in the literature review. This approach establishes clear steps to identify, select, evaluate, and synthesize relevant studies, reducing bias and ensuring the quality of the review process (Page et al., 2021). By following the PRISMA methodology, the identification of pertinent sources of information is promoted, enhancing the robustness of the research by relying on solid evidence. Furthermore, it facilitates the reproducibility of results, contributing to the advancement of knowledge in the field and their effective utilization by other researchers and professionals in the future.

Research in science education, particularly in chemistry and biology, has become crucial in our ever-changing world. This research enables educators to develop, assess, and enhance teaching practices for effective learning. Investing in education is a paramount effort to drive the progress of nations. Therefore, identifying and comprehending current trends in teaching-research practices is essential for refining our methodologies and implementing positive changes in the classroom environment. Our review provided an overview of the current landscape of research in chemistry and biology education based on 81 research articles collected following the systematic methods proposed in the PRISMA statement. Through our bibliometric analysis, a noteworthy pattern emerged, challenging the conventional assumption that developed countries lead in educational research (Zhang et al., 2016). Our findings revealed a significant investment in educational research by several third-world countries even after restricting the search string to English and Spanish studies. While established nations such as the USA, Germany, and Spain still feature prominently in the top 10 contributors, Indonesia took the lead as the major publisher in the field over the last five years. This marks a notable shift, with other developing countries like Nigeria, Brazil, Israel, and Ukraine also making substantial contributions to research efforts in the field in accordance with the sustainable development goals (Kopnina, 2020; United Nations, 2023).

In our exploration of preferred journals and publishers, we aimed to contribute to the comprehensive evaluation of the scholarly landscape in the field. The inclusion of well-known journals adds depth to the synthesis of research findings. Notably, the prevalence of papers from these journals underscores their significance within the academic ground related to our study. Moreover, our preference for publishers such as the American Chemical Society (ACS), IOP Publishing Ltd., and MDPI reflects a commitment to relying on sources known for their editorial rigor and scholarly contributions. This finding aligns with our goal of ensuring the robustness and meaningfulness of the literature reviewed, reinforcing the credibility and relevance of our synthesized research findings.

A notable trend observed over the last five years indicates a surge in the number of publications from 2019 to 2021, followed by a decline to the present year, 2023. This pattern can be attributed to the influence of the COVID-19 pandemic (Aviv-Reuven and Rosenfeld, 2021), which prompted a significant shift in the traditional classroom environment toward online teaching. This shift had a profound impact on the landscape of chemistry and biology education (Babosová et al., 2022; Broad et al., 2023), leading to increased research and innovations to adapt to the new educational paradigm. While the pandemic initially prompted a surge in research and advancements, the ongoing discoveries continue to exert a lasting impact on education, shaping the daily classroom experience. This underscores the importance of sustained research efforts in the field, as education needs to continually evolve and strengthen across various dimensions. This SLR comprehensively explored and addressed these aspects. While established techniques may prove effective, there is a continuous need for innovation in our classrooms to ensure dynamic and effective educational practices while continuing to publish and advance research.

Regarding the educational axes, our analysis covered a broad spectrum of articles, presenting a diverse array of studies that delved into pedagogical aspects including emerging collaborative research areas (Rodríguez-Cabrera, 2020). These studies ranged from investigations involving prospective teachers to those involving high school teachers and educators in general. Similarly, our examination of student-focused studies spanned from high school students through to university students. Indeed, a notable trend that has gained prominence in recent years is the integration of sustainable development principles (United Nations, 2023) into science teaching. Numerous studies have explored various facets of this interdisciplinary approach, with a particular focus on environmental and green chemistry that have received increasing attention, especially in recent years (Sjöström et al., 2015; Zuin et al., 2021). Additionally, the fields of ethnobiology and ethnochemistry have garnered attention, reflecting an increased interest in incorporating indigenous knowledge and practices into science education which is known to improve education for sustainability in science (Zidny et al., 2020). The emphasis on nature-related approaches underscores a growing awareness of the importance of aligning science education with ecological considerations and fostering a deeper understanding of the interconnectedness between scientific knowledge and environmental sustainability. This evolving focus on sustainable development within science teaching reflects a broader recognition of the role that education plays in shaping environmentally conscious and socially responsible individuals. Furthermore, we observed a growing interest in educational support, particularly in parallel with content teaching. This support was primarily facilitated through the integration of ICTs. Moreover, there was a discernible emphasis on promoting science process skills (Asy’ari et al., 2019; Irwanto et al., 2019; Susanti et al., 2019; Herda et al., 2020; Juniar et al., 2020; Permatasari et al., 2020; Ivana et al., 2021; Ngozi, 2021; Widianti et al., 2021; Beichumila et al., 2022; Senisum et al., 2022; Irwanto, 2023), underlining a holistic approach to science education.

One of our primary objectives was to uncover the strategies applied in the current educational landscape of chemistry and biology that foster innovation and have the potential to promote changes in the field. Our findings reveal a prevalent focus among researchers on descriptive and qualitative research approaches. Various frameworks are employed, including Participatory Action Research (PAR) (Zowada et al., 2020; Linkwitz and Eilks, 2022), Undergraduate Research Experience (URE) (Welch, 2020; Aryanti et al., 2021; Guo et al., 2021; Hamers et al., 2022; Kulesza et al., 2022), Course-Based Research (CURE) (Hills et al., 2020; Rubush and Stone, 2020; States et al., 2023), research-based (Irwanto et al., 2019; Hamers et al., 2022; Parsons and Sarju, 2023), design-based (Kaanklao and Suwathanpornkul, 2020; Scott et al., 2021; Pernaa et al., 2022), and project-based (Zowada et al., 2020; Aryanti et al., 2021; Amer et al., 2022; Kulesza et al., 2022) methodologies. Additionally, guided-inquiry (Juniar et al., 2020, 2021; Widianti et al., 2021; Maknun et al., 2022; Polik and Schmidt, 2022; Senisum et al., 2022) learning and REORCILEA (Research-Oriented Collaborative Inquiry Learning Model) (Rohaeti and Prodjosantoso, 2020; Huda and Rohaeti, 2021; Irwanto, 2023) are actively utilized. Which has given promising results in similar contexts (Moran, 2007; Majgaard et al., 2011). Notably, quasi-experimental methods (Gopalan et al., 2020) and purposive sampling techniques are preferred in educational research. This diverse array of research strategies highlights the multifaceted nature of chemistry and biology education, demonstrating a commitment to innovation and a nuanced exploration of educational practices.

The tools employed in the teaching-research processes of chemistry and biology are of utmost importance, complementing the strategies applied in the field. While many studies contribute valuable strategies for researchers and students, with a focus on data collection, processing, and analysis, there is a slightly lesser emphasis on the design and development of research initiatives. Commonly used software such as Python, R, and SPSS remains prevalent in the data management educational scenario. Within the pedagogical aspect, the foundational role of formative evaluation tools in chemical and biological education is evident. Elements like curricula, structured lesson plans, and strategic testing methodologies are integral components supporting effective teaching and learning. Furthermore, virtual learning environments have emerged as indispensable tools (Caprara and Caprara, 2022), with platforms like EDMODO, Zoom, MS Teams, e-magazines, and YouTube playing key roles in enriching the educational experience. Notably, there is a growing emphasis on experimental learning in both chemistry and biology, and numerous papers introduce ground-breaking tools like virtual laboratories (Narulita et al., 2019; Nechypurenko et al., 2020; Chan et al., 2021; Garcia et al., 2022). These tools, such as A-Frame, VLab VCL, and ChemCollective computational simulations, have the potential to address challenges in developing countries that lack adequate science teaching instrumentation (Aslam et al., 2023).

The rise of virtual reality and simulations is commonly believed to contribute to knowledge acquisition, yet it is currently debated that causes less learning (Makransky et al., 2019). However, interactive platforms indeed enhanced the understanding of complex concepts. In the digital realm, communication platforms, particularly social networks, continue to connect people and democratize knowledge. It is crucial to note that while digital tools and technologies do not directly cause learning, they provide affordances for specific tasks that, in turn, contribute to the learning process (Dalgarno and Lee, 2010). The integration of both strategies and tools is essential for fostering effective teaching-research practices in the dynamic landscape of chemistry and biology education.

One of the most significant contributions of the present SLR lies in identifying key competence or skills outlined in the literature that are considered essential to encourage in both educators and students. A consensus among many studies underscores the critical importance of promoting research skills encompassing the entire scientific method application process, from formulating hypotheses and making predictions to data collection, processing, and drawing conclusions. Notably, ethical considerations are also underscored as integral to this skill set. There is also a lesser but still noteworthy emphasis on planning and managing skills, which extend beyond the classroom setting and have broader implications. Cognitive and thinking skills, often referred to as high-order thinking skills (HOTs) (Ramdiah and Royani, 2019), assume a central role in the educational discourse. Cultivating creativity, problem-solving abilities, critical thinking, and reasoning is deemed imperative to cultivate by students in the classroom. Effective communication is an imperative skill both within the classroom environment and beyond. This encompasses promoting argumentation skills, oral communication, reading comprehension, and written communication. Moreover, social and emotional skills have gained increased relevance (Ingram et al., 2021), extending further than the conventional focus on productivity-related aspects like leadership, relationship-building, and teamwork. Contemporary emphasis is also placed on motivational skills, inclusivity, gender identity, and the acceptance of differences, recognizing these as key elements in personal development with substantial impacts in the educational environment.

We emphasize the active role of teachers and learners in knowledge construction, constructivism theories resonate with the diverse strategies, tools, and competence identified in the literature. The educational landscape, as illuminated through this systematic exploration, highlights the importance of fostering an interactive and engaging environment where learners are not just recipients but contributors to the knowledge-building process. Throughout chemistry and biology education, constructing innovative strategies in teaching and researching serves as a guiding principle for promoting meaningful learning experiences and cultivating a generation of learners equipped with the skills necessary for success in an ever-changing world.

Despite the thoroughness and rigor employed in this study, several limitations should be acknowledged. Firstly, the inclusion criteria may have introduced some degree of selection bias, as only studies published in English and Spanish were considered. This could potentially exclude relevant research published in other languages. Additionally, the focus on articles from peer-reviewed journals might have overlooked valuable insights from other databases or depending on our search string. Furthermore, the inherent heterogeneity in study designs, methodologies, and contexts across the included articles may limit the generalizability of the findings. Lastly, the rapidly evolving nature of educational technology and pedagogical practices implies that newer studies might provide insights not captured in this review. Despite these limitations, this study provides a valuable synthesis of the current state of research in chemistry and biology education, offering insights and directions for future investigations.

The findings of this SLR carry significant implications for both future educational practice and research endeavors. For educational practitioners, the consistent emphasis on visual learning preferences in chemistry education suggests a practical path for enhancing pedagogical approaches. Implementing visual aids, such as diagrams and animations, can potentially improve comprehension and knowledge retention. However, the recognition of a minority preference for tactile learning underscores the importance of adopting multimodal strategies that cater to diverse learning styles. Educators are encouraged to embrace inclusive pedagogies that incorporate both visual and hands-on elements, promoting a comprehensive and adaptable learning environment.

Furthermore, regarding future research, the identified discrepancy in learning preferences highlights the need for more nuanced investigations into the dynamics of tactile learning in chemistry education. Exploring the effectiveness of hands-on experiences and tactile approaches could provide valuable insights for designing inclusive instructional strategies. Additionally, the synthesis underscores the significance of context-specific considerations in educational technology integration. Future research should delve deeper into the contextual factors influencing the impact of technology on student engagement, acknowledging the diversity of educational settings and their unique challenges.

The past five years have witnessed a transformative shift in research on chemical and biological education, challenging the conventional dominance of developed nations. Surprisingly, third-world countries, particularly Indonesia, have emerged as major contributors, highlighting a global trend in educational research efforts. This period experienced a surge in publications from 2019 to 2021. The scope of the educational context considered in our review is broad, covering diverse studies involving prospective and high school teachers, along with students in chemistry and biology education. The even distribution of studies in both subjects, coupled with a focus on foundational courses, reflects a holistic approach to fostering scientific careers and cultivating positive relationships with science. Employed strategies in chemistry and biology education reveal a rich array of approaches, predominantly focusing on descriptive and qualitative research. Various frameworks, including PAR, URE, CURE, and project-based methodologies, are actively employed, emphasizing innovation and adapting to the evolving educational landscape. In terms of tools contributing to the efficacy of the teaching-researching process, a significant shift toward virtual learning environments is evident, accelerated by the pandemic. Platforms like EDMODO, Zoom, MS Teams, e-magazines, and YouTube play pivotal roles, enhancing the pedagogical aspect. Noteworthy is the integration of widely used software such as Python, R, and SPSS, underscoring the importance of data management in educational scenarios.

This work reveals that research in chemistry and biology education has undergone a notable shift in recent years, highlighting the diversity of essential strategies, tools, and competence. There is a growing interest in the integration of sustainable approaches and an emphasis on developing research skills for both students and educators. The trend towards the application of digital tools and virtual environments is also noteworthy, showcasing significant adaptation in response to the COVID-19 pandemic. Additionally, the promotion of cognitive, social, and emotional competence emerges as a key aspect in education. The SLR thus serves as a valuable resource in delineating the multifaceted skills essential for fostering holistic development in both educators and students.

The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.

MA: Methodology, Validation, Visualization, Writing – original draft, Writing – review & editing. BVV: Data curation, Methodology, Software, Validation, Writing – original draft, Writing – review & editing. BEV: Data curation, Methodology, Validation, Visualization, Writing – original draft, Writing – review & editing. PF: Conceptualization, Data curation, Methodology, Validation, Visualization, Writing – original draft, Writing – review & editing.