Yul Ifda Tanjung, Festiyed, Skunda Diliarosta, Asrizal, Fitri Arsih, Muhammad Aizri Fadillah, Golaleh Makrooni
Culturally Responsive Teaching (CRT) has been widely recognized for its positive impact on teaching practices, yet its foundational concepts and relationship with students cultural backgrounds, diversity, and specific implementation in science education to foster technopreneurship remain underexplored. This study addresses this gap by systematically identifying and constructing the concept of CRT and its integration with technopreneurship in science education using the PRISMA systematic literature review method. Data were col-lected from reputable international and national journal articles published between 2018 and 2023. The findings reveal that CRT in science education serves as a framework for teaching that integrates students knowledge, experiences, cultural backgrounds, and environments with scientific methods while respect-ing individual diversity. Effective implementation requires teachers commitment and skills to create inclusive learning environments tailored to diverse student characteristics. Importantly, CRT inspires students to design technological innovations that address cultural challenges, thereby fostering entrepreneurial in-terest and capabilities. This study contributes novel insights into how CRT in science education bridges cultural understanding and technopreneurship devel-opment, offering a transformative approach to science teaching that aligns with global and local educational needs. © 2025, Pandawan Sejahtera. All rights reserved.
Department of Science Education, Medan State University, Indonesia; Department of Science Education, Padang State University, Indonesia; Department of Physics Education, Padang State University, Indonesia; Department of Biology Education, Padang State University, Indonesia; Department of Education and Culture, Tampere University, Finland
