Sociocultural Factors Influencing Asian Science Teachers’ Inquiry-Based Learning: A Systematic Review
Keywords:
Sociocultural Factors; Asian Science Teachers; Inquiry-Based Learning; Systematic Literature ReviewAbstract
Past research has shown that the low practice of inquiry-based learning (IBL) in Asian countries is not simply because of teachers’ unwillingness, but because of other underlying factors, such as sociocultural, that influence it. However, past reviews only focus on the technology integration and students’ outcome. This study systematically reviewed the sociocultural contexts influencing Asian science teachers’ IBL practices. This study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) which involves identifying, screening, and finding eligible studies. The sociocultural factors found in the Asian IBL practice were the social norms of authoritative and fast-paced learning, teachers’ experiences (prior learning, environmental pressure, and professional development), cultural beliefs, East Asian culture, and the social norms of the education system. This study focused on reviewing 20 articles published in English from 2016 to 2026. Future studies should explore this further but focus on specific science subjects such as physics, chemistry, and biology. This study serves as a reference for teachers and provides support to policymakers in the development of science curricula and future professional development. These sociocultural factors should be addressed to enhance the impact of IBL on Asian students’ learning.
https://doi.org/10.26803/ijlter.25.4.14
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Copyright (c) 2026 Anis Nadirah Roslan, Fatin Aliah Phang, Jaysuman Pusppanathan, Mohamad Faiz Ahmad
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