Enhancing 21st-Century Skills through Sustainability-Oriented Biology Learning: A Systematic Literature Review

Abstract

This study aims to systematically analyze the contribution of sustainability-oriented biology learning to the development of 21st-century skills, particularly critical thinking, creative thinking, and collaboration. A systematic literature review (SLR) design was employed following PRISMA procedures to ensure a transparent and structured selection process. A total of 24 articles published between 2019 and 2024 were selected from Scopus, ERIC, and Google Scholar based on predefined inclusion criteria. Data were extracted using a structured matrix and analyzed through thematic synthesis to identify patterns, instructional approaches, and skill outcomes. The findings indicate that critical thinking is the most dominant competency (75%), followed by creativity (62.5%) and collaboration (54.2%). Education for Sustainable Development (ESD) and socioscientific issues (SSI) approaches show the strongest contribution to critical thinking, while project-based and STEM/STEAM approaches are more closely associated with creativity and collaboration. Technology-enhanced learning supports engagement and interaction but demonstrates less consistent impact on higher-order thinking. Overall, the results suggest that sustainability-oriented biology learning provides a strong pedagogical foundation for developing 21st-century skills. However, its effectiveness depends on the alignment between instructional approaches, learning contexts, and targeted competencies. This study contributes to strengthening the theoretical and practical understanding of sustainability education in biology learning