This systematic review aims to examine the evolution and current landscape of systems thinking research within the field of science education in Türkiye over the past decade (2015–2025). Guided by the PRISMA 2020 framework, 22 empirical studies—including peer-reviewed journal articles and graduate theses—were analyzed through descriptive content analysis. Data were drawn from national and international databases such as the Council of Higher Education Thesis Center (CHE), ERIC, EBSCOhost, Web of Science, and Google Scholar. Findings indicate that the majority of studies employed qualitative research designs, focusing predominantly on preservice science teachers and middle school students. Thematically, systems thinking has been most commonly addressed in the contexts of sustainability, environmental education, and life cycles. However, limited attention has been paid to interdisciplinary domains such as social systems, ethical reasoning, or curriculum literacy. Additionally, the use of validated instruments remains scarce, and regional representation is largely confined to a few metropolitan areas, with notable gaps in studies conducted in rural and underrepresented regions. While interest in systems thinking in Turkish science education has grown significantly since 2019, particularly in response to national curriculum revisions, methodological diversity and depth remain limited.

Systems thinking, science education, Türkiye, systematic review, sustainability education