Abstract
Socio-Scientific Issues (SSI)-based learning can connect biological concepts with real-world problems involving social, ethical, and decision-making dimensions. This study aimed to identify the characteristics and contexts of SSI and map the learning designs and strategies used in biology teacher education. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature was retrieved from Scopus, Web of Science, and Google Scholar using keywords related to SSI, biology teacher education, and instructional design. Of the 600 articles identified, 22 articles published between 2013 and 2026 met the inclusion criteria and were analyzed. The findings showed that SSI was implemented across various issues, particularly climate change, deforestation, microplastics, biodiversity conservation, pollution, energy, public health, vaccination, biotechnology, and genetic engineering. Among the identified learning designs, SSI-based learning was the most frequently used strategy, appearing in 8 articles (36.36%), followed by project-based SSI and debate, each reported in 4 articles (18.18%). The findings indicate that SSI can be adapted through various learning designs to promote active engagement, the use of scientific evidence, argumentation, and decision-making. However, the use of strategies integrating media analysis, inquiry, and decision-making remains limited. This review highlights the need to develop more integrated SSI-based learning designs in biology teacher education.