<![CDATA[Ocean literacy is increasingly recognized as a key component of education for sustainable development, particularly in addressing global marine challenges. However, its integration into formal education remains limited, and the effectiveness of instructional approaches is not yet well understood. This study aims to examine instructional approaches used to promote ocean literacy in formal education, analyze their pedagogical characteristics, evaluate their effectiveness based on learning outcomes, and identify research gaps. A systematic literature review (SLR) was conducted using the Scopus database, covering publications from 2016 to 2026. The study selection followed PRISMA guidelines, resulting in four empirical studies that met the inclusion criteria. The findings indicate that inquiry-based learning (IBL) is the most consistently implemented and effective approach, particularly when combined with experiential and context-based activities such as fieldwork and hands-on practices. These approaches significantly improve students’ knowledge, attitudes, and pro-environmental behavior. In contrast, project-based learning (PjBL) demonstrates moderate and inconsistent effectiveness. Although problem-based learning (PBL) and case-based learning (CBL) are frequently recommended in the literature, no empirical evidence of their implementation was identified. These findings highlight a significant concept–practice gap between theoretically proposed approaches and their practical application. This study emphasizes the importance of experiential inquiry and recommends further empirical research on underutilized approaches such as PBL and CBL.]]>
