Philosophy Education in Learning at School: Systematic Literature Review
DOI:
https://doi.org/10.59175/pijed.v4i2.753Keywords:
Educational Philosophy, School Learning, Progressivism Perspective, 21st-Century LearningAbstract
Educational philosophy is a fundamental reference in determining the goals, content, and methods of learning in schools. However, existing studies tend to discuss philosophical approaches in a fragmented and descriptive manner without synthesizing their relevance to current educational practices. Therefore, this study aims to analyze how various philosophical schools of education are applied in school learning and what implications they have for learning design in the 21st century. This study employed a Systematic Literature Review (SLR) by identifying, selecting, and study follows the PRISMA 2020 protocol by examining 15 scientific articles published between 2020 and 2025, obtained from indexed national and international databases. The inclusion criteria were (1) articles discussing educational philosophy, (2) research conducted in a school context, and (3) publications indexed in reputable academic databases. The findings reveal three major synthesized themes: (1) the philosophical foundation significantly influences curriculum orientation and teacher beliefs; (2) progressivism and pragmatism are increasingly dominant in digital and student-centered learning models; and (3) educational philosophy strengthens character formation and critical thinking when consistently integrated into learning practice. This study concludes that educational philosophy must be positioned not only as theoretical knowledge but as a reflective foundation for designing learning that is meaningful, contextual, and future-oriented.
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