<![CDATA[The persistent gap between sustainability-oriented educational goals and the limited readiness of preservice teachers to implement sustainable scientific practices highlights the need for more integrative pedagogical approaches in teacher education. This study aims to analyze and synthesize the integration of Inquiry-Based Learning and Transformative Learning, conceptualized as Inquiry Transformative Learning (ITL), in promoting sustainable scientific behavior among preservice elementary teachers. This study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A total of 41 empirical studies published between 2015 and 2025 were selected through systematic database searching and eligibility screening procedures. Data were collected using systematic document analysis and extracted through thematic categorization. Data analysis combined iterative thematic synthesis and bibliometric mapping using VOSviewer. The findings identified four dominant themes: inquiry-oriented instructional practices, transformative reflective processes, teacher professional identity development, and sustainability contextualization. The reviewed studies generally reported positive impacts on scientific reasoning, reflective awareness, sustainability attitudes, and intended teaching practices. However, methodological limitations such as short-term interventions and self-reported measures remain prevalent. The study concludes that ITL provides a coherent pedagogical framework for integrating inquiry and reflection in sustainability-oriented teacher education.]]>
