Recent Trends and Innovations in Science Education: A
Systematic Review of Teaching, Learning, and Assessment
Practices
Author: Sashibala Devi (TGT, S.S.DEV PUBLIC SCHOOL)
Paper ID: JCRSIVOL1008 (VOLUME 1 / ISSUE 1 / JULY2026)
Citation: Devi, Shashibala (2026).Recent Trends and Innovations in Science Education: A Systematic Review of Teaching, Learning, and Assessment Practices. Journal of Classroom Research and School Innovation (JCRSI), 1(1), 61–68.
https://jcrsiindia.com/wpcontent/uploads/2026/08/JCRSIVOL1008.-pdf
Abstract
Science education has become one of the most significant pillars of educational development in the twenty-first century. Rapid technological advancement, globalization, environmental concerns, and the increasing demand for
scientific literacy have transformed the objectives and methodologies of science teaching across the world. Traditional teacher-centered instruction has gradually shifted toward learner-centered, inquiry-based, technology supported, and competency-oriented approaches. The National Education Policy (NEP) 2020 in India and international educational frameworks have further emphasized experiential learning, interdisciplinary education,
digital integration, and scientific reasoning. This review paper synthesizes recent literature on science education
published between 2018 and 2026 to identify emerging trends, innovations, challenges, and future research
directions. The study adopts a systematic review methodology using peer-reviewed journal articles, conference proceedings,
policy documents, and educational reports indexed in Scopus, Web of Science, ERIC, Google Scholar, and UGC
CARE-listed journals. The literature highlights that inquiry-based learning, STEM education, virtual laboratories,
artificial intelligence, flipped classrooms, blended learning, and competency-based assessment significantly
improve students’ conceptual understanding, scientific thinking, creativity, and problem-solving skills. However,
several barriers remain, including inadequate teacher training, infrastructure limitations, unequal access to digital
technologies, curriculum overload, and assessment practices that continue to emphasize rote learning.
Keywords: Science Education, STEM Education, Inquiry-Based Learning, Artificial Intelligence, Virtual Laboratory, Scientific Literacy, Competency-Based Education, Review Study.