Febblina Daryanes, Siti Zubaidah, Susriyati Mahanal, Sulisetijono Sulisetijono
Science education in higher education continues to face challenges related to limited student engagement in research activities, insufficient research skills, and the dominance of theoretical instruction. Research-based learning (RBL) is an instructional approach that integrates teaching and research to address these challenges. However, comprehensive reviews focusing on its conceptualizations, implementation, and impact in science education remain scarce. The objective of this study was to methodically examine the conceptual underpinnings, implementation trends, effects, and potential future research avenues of RBL in science education in higher education. The study was conducted in accordance with the PRISMA reporting guidelines. A systematic literature review was conducted by examining publications indexed in the Scopus database between 2015 and 2024. The review was limited to articles published in English and accessible as open-access documents. Using predefined inclusion and exclusion criteria, 23 relevant articles were selected and synthesized through a narrative approach. The results indicate that RBL is grounded in constructivist theory and emphasizes student-centered research activities, real-world problem-solving, autonomous learning, and experiment-based learning. The implementation of RBL generally involves stages of research preparation, investigation, and dissemination, although variations exist across contexts. The findings indicate that RBL positively enhances students’ research skills, conceptual understanding, critical thinking, problem-solving skills, and scientific knowledge. Future research should explore institutional support, digital technology integration, collaborative learning, reflective practices, and diverse samples. Overall, RBL is an effective pedagogical approach for science education in higher education. RBL supports SDG 4 (Quality Education) by enhancing students’ research and lifelong learning skills. © 2026, Ozgen Korkmaz. All rights reserved.
Biology Education Program, Universitas Riau, Riau, Indonesia; Department of Biology, Universitas Negeri Malang, Malang, Indonesia