Perspectives for the development of scientific thinking in the current educational context in secondary education

Abstract

In the context of 21st-century education, fostering scientific thinking in secondary school students has become a global educational priority, essential for navigating complexity, making informed decisions, and driving innovation. This article carries out a meta-analysis of the existing literature, identifying and synthesising pedagogical strategies and educational policies that support the development of scientific thinking, with a focus on the specific challenges and opportunities of the educational context in the Republic of Moldova. Drawing on empirical and theoretical studies published between 2010 and 2024, the analysis synthesises key findings on enabling factors and barriers. The integrative framework proposed identifies four core dimensions of scientific thinking-cognitive, metacognitive, methodological, and value-oriented-emphasising their interdependence in fostering higher-order reasoning, critical reflection, and evidence-based decision-making. The findings reveal systemic challenges, including reliance on traditional, memorisation focused teaching practices, insufficient teacher preparedness for active pedagogies, limited educational resources, and socio-cultural factors inhibiting student engagement. To overcome these challenges, the study highlights inquiry-based and problem-based learning, metacognitive training, digital tool integration, and comprehensive teacher professional development as critical strategies. The paper concludes with targeted recommendations for curriculum innovation, teacher training, and the creation of active, inquiry-driven learning environments.