Ahmad Satibi, Agus Setiawan, Iwa Kuntadi, Isma Widiaty, Dwi Fitria A. Husaeni, Purnomo Sidiq, Daniel J. Tarigan
Ocean literacy represents a critical educational priority as global societies face unprecedented marine environmental challenges. This systematic literature review examines pedagogical strategies in ocean literacy education between 2020-2025, identifying effective teaching methods, learning outcomes, and implementation challenges. Following PRISMA guidelines, we searched Scopus database, yielding 19 peer-reviewed English articles with explicit pedagogical focus. Thematic analysis revealed four dominant pedagogical clusters: game-based and experiential learning (n = 6), technology-enhanced education including AR/VR (n = 5), place-based and contextual learning (n = 4), and interdisciplinary systems thinking (n = 4). Significant innovations include augmented reality board games, citizen science applications, and community co-creation models. Effectiveness indicators emphasized knowledge acquisition and attitude formation over behavioral change. Contemporary pedagogy shifts from teacher-centered lectures toward immersive, participatory, technology-enhanced approaches. However, critical gaps persist in longitudinal assessment, cultural adaptation, and formal curriculum integration, particularly in developing regions. This review provides evidence-based directions for advancing ocean literacy education toward greater effectiveness and equity. © 2026, BIOFLUX SRL. All rights reserved.
Technical and Vocational Education Postgraduate, Universitas Pendidikan Indonesia, Dr. Setiabudhi Street, No. 229, West Java, Bandung, 40154, Indonesia; Marine and Fisheries Education Study Program, Universitas Pendidikan Indonesia, Dr. Setiabudhi Street, No. 229, West Java, Bandung, 40154, Indonesia
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