Exploring Teaching and Learning TRIZ in Secondary STEM Education: A Systematic Review of Empirical Studies

Abstract

Theory of Inventive Problem Solving (TRIZ) is a powerful approach to fostering creativity, problem-solving, and innovation in science, technology, engineering and mathematics (STEM) education. However, its implementation in secondary STEM education remains underexplored. This study aims to systematically review empirical studies on the teaching and learning of TRIZ in secondary STEM education. The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Articles were sourced from Science Direct, Scopus, Springer, and ProQuest. The analysis identifies research trends, TRIZ tools and methods, pedagogical approaches, instructional strategies and measurable learning outcomes. TRIZ is more popular in Asia and Europe. The empirical studies are either mixed-method or quantitative. TRIZ is integrated into secondary STEM education through either enrichment or infusion approaches. Training varied from weeks to a year. Three TRIZ instructions methods and five TRIZ tools were identified, with contradiction analysis being the most popular tool. Project based learning and hands-on problem-solving are the most mentioned pedagogical methods and instructional strategies, respectively. TRIZ improved students’ knowledge, technical skills and attitude.