Instructional strategies for enhancing students' problem-solving skills in physics: a systematic review

Abstract This study systematically explores instructional strategies that enhance students' problem-solving skills in physics through a systematic literature review. A systematic search and screening process was followed, and findings were synthesized using a weighted narrative approach due to methodological heterogeneity. A total of 118 articles were selected from trusted online databases, including Scopus, Web of Science, PubMed, ISI, Google Scholar, ERIC, and JSTOR. The analysis identified eleven effective systematic instructional strategies, including Polya’s systematic strategyand Inquiry-Based Problem-Solving Strategy. These strategies were grouped by type to inform pedagogical alignment too. The findings underscore the significant positive impact of these strategies on learners' problem-solving abilities, with inquiry-based learning, Investigation-Based Multiple Representation (IBMR) Learning Model, and Polya’s method emerging as particularly impactful across educational levels and global contexts. While the study highlights the growing adoption of these strategies, it also reveals persistent gaps, particularly in developing countries where traditional, teacher-centered methods remain prevalent. These disparities underscore the need for a paradigm shift toward active, student-centered instructional approaches, where instructors act as facilitators guiding learners through inquiry and discovery. This review advocates for integrating evidence-based strategies into physics curricula to foster critical thinking, analytical reasoning, and practical problem-solving skills among students globally.