Teaching microorganisms in education: A systematic literature review using PRISMA guidelines

Abstract

This study systematically analyses pedagogical approaches to teaching microorganisms, drawing on scientific publications from 2014 to 2026. The review was conducted in accordance with the preferred reporting items for systematic reviews and meta‐analyses methodology. A search of the Scopus and Web of Science databases initially identified 1925 publications, of which 50 articles were included after screening and eligibility assessment. Deductive analysis examined publication years, geographical distribution, and educational levels, while inductive analysis identified the main pedagogical approaches in microbiology education. The findings show that most studies were conducted in North America, Europe, and Asia. Most research is conducted in higher education, whereas studies at the school level remain relatively limited. Six main pedagogical approaches were identified: laboratory/practical teaching, project‐based learning, inquiry/problem‐based learning, technology‐enhanced learning, community‐based active learning, and structured/competency‐based models. These approaches extend microbiology education beyond theoretical content, emphasizing practical engagement, scientific reasoning, and social context. The analysis also reveals that the effectiveness of pedagogical models is often measured through short‐term outcomes or internal course assessments. The use of control groups, long‐term impact evaluation, and rigorous experimental designs remains limited. Although the field demonstrates considerable diversity in pedagogical models, there is a clear need to strengthen its empirical evidence base. Future research should focus on developing continuity between school and higher education and on evaluating the long‐term impact of teaching approaches.