<![CDATA[The Guided Inquiry model represents an increasingly prominent pedagogical approach in science education, demonstrating substantial potential to foster critical thinking skills and science literacy through structured investigative processes. This study aims to map research trends in the application of Guided Inquiry over a ten-year period (2016–2026), identify emerging research innovations, and delineate prospective directions for future scholarly development in this domain. Data were systematically retrieved from the Scopus database in February 2026, yielding an initial corpus of 609 articles. A rigorous selection process was subsequently conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, applying predefined inclusion and exclusion criteria, which resulted in 154 articles eligible for final analysis. A bibliometric approach was employed in conjunction with a systematic literature review, utilizing VOSviewer and Microsoft Excel 2021 as analytical tools. The findings reveal a consistent upward trajectory in annual publication output, with a notable peak recorded in 2025, alongside the identification of seven distinct, interconnected keyword clusters. The most frequently occurring keywords encompass Guided Inquiry, Inquiry-Based Learning, Critical Thinking, and Scientific Literacy. Overlay and density visualizations further indicate that these thematic areas remain dynamically evolving, while their integration with complementary pedagogical approaches constitutes a salient gap warranting further investigation in the context of science education. Future research is recommended to prioritize longitudinal and experimental studies examining the sustained impact of Guided Inquiry on critical thinking and science literacy, explore its integration with emerging digital technologies such as Artificial Intelligence and Virtual Reality, and conduct cross-cultural comparative investigations to broaden the generalizability of current findings across diverse educational contexts and systems.]]>
