<![CDATA[The integration of data-based claim evaluation, socioscientific reasoning, and metacognition is essential for developing higher-order thinking skills in STEM education. However, these constructs are often examined separately, resulting in limited conceptual integration. This study aimed to synthesize the dimensions of data-based claim evaluation, examine the conceptualization of socioscientific reasoning, and identify the role of metacognition through a systematic literature review. The review followed PRISMA 2020 guidelines using Scopus-indexed articles published between 2021 and 2026. A total of 146 articles were initially identified, and 30 eligible studies were selected through a systematic screening process. Data were analyzed using thematic synthesis supported by bibliometric mapping to identify research patterns and conceptual relationships. The findings revealed that data-based claim evaluation consists of key dimensions, including claim identification, data interpretation, evidence evaluation, and argument justification. Socioscientific reasoning was conceptualized as the integration of scientific evidence and social considerations in decision-making, while metacognition functioned as a regulatory mechanism that supports reflective thinking processes. Despite these findings, the integration of the three constructs remains limited across studies, indicating the need for more integrative research and pedagogical frameworks. Keywords: data-based claim evaluation; metacognition; socioscientific reasoning; STEM education; systematic literature review.]]>
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