Science communication in university faculty training: a systematic review
DOI:
https://doi.org/10.19083/ridu.2026.2408Keywords:
higher education, information literacy, science communication, social media, teacher education, trainingAbstract
Introduction: Science communication constitutes an essential function of universities, closely linked to knowledge transfer, scientific literacy, and social responsibility. However, university faculty training in science communication remains incipient and fragmented, with existing research largely focused on digital competence and insufficiently integrated into academic professionalization. Method: A systematic literature review was conducted following PRISMA guidelines. The search was carried out in Scopus, Web of Science, ERIC, and Dialnet, considering peer-reviewed articles published between 2010 and May 2025. After applying inclusion and exclusion criteria, 16 studies were selected. The analysis was conducted through a narrative synthesis of the included studies. Results: The findings identify three main training dimensions in faculty preparation for science communication: instrumental-professional, pedagogical-didactic, and social-ethical. In addition, four key competencies were identified: digital, communicative, knowledge transfer, and reflective. Discussion: The results reveal the absence of integrated training frameworks and the limited institutionalization of science communication within academic evaluation systems. It is concluded that science communication should be explicitly incorporated into initial teacher education, ongoing professional development, and faculty evaluation processes, in order to strengthen the social function of universities and their capacity to address scientific misinformation.
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