<![CDATA[This study analyzed global publication trends, research instruments, student difficulties, strategies, and pedagogical recommendations related to kinematics graph topics based on articles published in scientific journals between 2015 and 2025. A systematic literature review was conducted following the PRISMA protocol, with 50 articles indexed in Scopus and Web of Science examined. Results indicated fluctuating publication trends, peaking in 2019. Germany contributed the most publications, followed by Turkey and Mexico, with quantitative methods predominating. Most studies employed test instruments, particularly the Test of Understanding Graphs in Kinematics (TUG-K), with university and high school students as the largest sample groups. Thematic analysis revealed that students’ main difficulties involved misconceptions in representation, translation, and interpretation of graphs. Effective strategies included diagnostic instruments, technology integration (eye-tracking, virtual laboratories, real-time sensors, artificial intelligence), and contextual pedagogical approaches that enhanced graph comprehension and data literacy. Recommendations emphasized the need for expanded sampling and instrument validation in future research. Learning strategies should emphasize repeated practice, contextual exploration, and technology use. Teachers were advised to strengthen professional competence and design technology-based learning, while policymakers were urged to adapt curricula and allocate more time to foster deeper understanding of kinematics graphs]]>
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