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• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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See an example

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

Libraries | Research Guides

Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

• Next: Planning the Review >>
• Last Updated: Jul 8, 2024 11:22 AM
• URL: https://libguides.northwestern.edu/literaturereviews

• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
• << Previous: Getting Started
• Next: How to Pick a Topic >>
• Last Updated: Sep 21, 2022 2:16 PM
• URL: https://guides.lib.uconn.edu/literaturereview

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What is a literature review? [with examples]

What is a literature review?

The purpose of a literature review, how to write a literature review, the format of a literature review, general formatting rules, the length of a literature review, literature review examples, frequently asked questions about literature reviews, related articles.

A literature review is an assessment of the sources in a chosen topic of research.

In a literature review, you’re expected to report on the existing scholarly conversation, without adding new contributions.

If you are currently writing one, you've come to the right place. In the following paragraphs, we will explain:

• the objective of a literature review
• how to write a literature review
• the basic format of a literature review

Tip: It’s not always mandatory to add a literature review in a paper. Theses and dissertations often include them, whereas research papers may not. Make sure to consult with your instructor for exact requirements.

The four main objectives of a literature review are:

• Studying the references of your research area
• Summarizing the main arguments
• Identifying current gaps, stances, and issues
• Presenting all of the above in a text

Ultimately, the main goal of a literature review is to provide the researcher with sufficient knowledge about the topic in question so that they can eventually make an intervention.

The format of a literature review is fairly standard. It includes an:

• introduction that briefly introduces the main topic
• body that includes the main discussion of the key arguments
• conclusion that highlights the gaps and issues of the literature

➡️ Take a look at our guide on how to write a literature review to learn more about how to structure a literature review.

First of all, a literature review should have its own labeled section. You should indicate clearly in the table of contents where the literature can be found, and you should label this section as “Literature Review.”

➡️ For more information on writing a thesis, visit our guide on how to structure a thesis .

There is no set amount of words for a literature review, so the length depends on the research. If you are working with a large amount of sources, it will be long. If your paper does not depend entirely on references, it will be short.

Take a look at these three theses featuring great literature reviews:

• School-Based Speech-Language Pathologist's Perceptions of Sensory Food Aversions in Children [ PDF , see page 20]
• Who's Writing What We Read: Authorship in Criminological Research [ PDF , see page 4]
• A Phenomenological Study of the Lived Experience of Online Instructors of Theological Reflection at Christian Institutions Accredited by the Association of Theological Schools [ PDF , see page 56]

Literature reviews are most commonly found in theses and dissertations. However, you find them in research papers as well.

There is no set amount of words for a literature review, so the length depends on the research. If you are working with a large amount of sources, then it will be long. If your paper does not depend entirely on references, then it will be short.

No. A literature review should have its own independent section. You should indicate clearly in the table of contents where the literature review can be found, and label this section as “Literature Review.”

The main goal of a literature review is to provide the researcher with sufficient knowledge about the topic in question so that they can eventually make an intervention.

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• Knowledge Base
• Dissertation
• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list if you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can use boolean operators to help narrow down your search:

Read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible, and make sure you read any landmark studies and major theories in your field of research.

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

You can use our free APA Reference Generator for quick, correct, consistent citations.

To begin organising your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly-visual platforms like Instagram and Snapchat – this is a gap that you could address in your own research.

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarising sources in order.

Try to analyse patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organise your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text, your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, discussing the significance of findings in relation to the literature as a whole.
• Critically evaluate: mention the strengths and weaknesses of your sources.
• Write in well-structured paragraphs: use transitions and topic sentences to draw connections, comparisons and contrasts.

In the conclusion, you should summarise the key findings you have taken from the literature and emphasise their significance.

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a dissertation , thesis, research paper , or proposal .

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarise yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

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Introduction

Literature reviews take time. here is some general information to know before you start.  .

•  VIDEO -- This video is a great overview of the entire process.  (2020; North Carolina State University Libraries) --The transcript is included --This is for everyone; ignore the mention of "graduate students" --9.5 minutes, and every second is important  
• OVERVIEW -- Read this page from Purdue's OWL. It's not long, and gives some tips to fill in what you just learned from the video.  
• NOT A RESEARCH ARTICLE -- A literature review follows a different style, format, and structure from a research article.  

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• Last Updated: Jul 30, 2024 1:42 PM
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How To Write An A-Grade Literature Review

3 straightforward steps (with examples) + free template.

By: Derek Jansen (MBA) | Expert Reviewed By: Dr. Eunice Rautenbach | October 2019

Quality research is about building onto the existing work of others , “standing on the shoulders of giants”, as Newton put it. The literature review chapter of your dissertation, thesis or research project is where you synthesise this prior work and lay the theoretical foundation for your own research.

Long story short, this chapter is a pretty big deal, which is why you want to make sure you get it right . In this post, I’ll show you exactly how to write a literature review in three straightforward steps, so you can conquer this vital chapter (the smart way).

Overview: The Literature Review Process

• Understanding the “ why “
• Finding the relevant literature
• Cataloguing and synthesising the information
• Outlining & writing up your literature review
• Example of a literature review

But first, the “why”…

Before we unpack how to write the literature review chapter, we’ve got to look at the why . To put it bluntly, if you don’t understand the function and purpose of the literature review process, there’s no way you can pull it off well. So, what exactly is the purpose of the literature review?

Well, there are (at least) four core functions:

• For you to gain an understanding (and demonstrate this understanding) of where the research is at currently, what the key arguments and disagreements are.
• For you to identify the gap(s) in the literature and then use this as justification for your own research topic.
• To help you build a conceptual framework for empirical testing (if applicable to your research topic).
• To inform your methodological choices and help you source tried and tested questionnaires (for interviews ) and measurement instruments (for surveys ).

Most students understand the first point but don’t give any thought to the rest. To get the most from the literature review process, you must keep all four points front of mind as you review the literature (more on this shortly), or you’ll land up with a wonky foundation.

Okay – with the why out the way, let’s move on to the how . As mentioned above, writing your literature review is a process, which I’ll break down into three steps:

• Finding the most suitable literature
• Understanding , distilling and organising the literature
• Planning and writing up your literature review chapter

Importantly, you must complete steps one and two before you start writing up your chapter. I know it’s very tempting, but don’t try to kill two birds with one stone and write as you read. You’ll invariably end up wasting huge amounts of time re-writing and re-shaping, or you’ll just land up with a disjointed, hard-to-digest mess . Instead, you need to read first and distil the information, then plan and execute the writing.

Step 1: Find the relevant literature

Naturally, the first step in the literature review journey is to hunt down the existing research that’s relevant to your topic. While you probably already have a decent base of this from your research proposal , you need to expand on this substantially in the dissertation or thesis itself.

Essentially, you need to be looking for any existing literature that potentially helps you answer your research question (or develop it, if that’s not yet pinned down). There are numerous ways to find relevant literature, but I’ll cover my top four tactics here. I’d suggest combining all four methods to ensure that nothing slips past you:

Method 1 – Google Scholar Scrubbing

Google’s academic search engine, Google Scholar , is a great starting point as it provides a good high-level view of the relevant journal articles for whatever keyword you throw at it. Most valuably, it tells you how many times each article has been cited, which gives you an idea of how credible (or at least, popular) it is. Some articles will be free to access, while others will require an account, which brings us to the next method.

Method 2 – University Database Scrounging

Generally, universities provide students with access to an online library, which provides access to many (but not all) of the major journals.

So, if you find an article using Google Scholar that requires paid access (which is quite likely), search for that article in your university’s database – if it’s listed there, you’ll have access. Note that, generally, the search engine capabilities of these databases are poor, so make sure you search for the exact article name, or you might not find it.

Method 3 – Journal Article Snowballing

At the end of every academic journal article, you’ll find a list of references. As with any academic writing, these references are the building blocks of the article, so if the article is relevant to your topic, there’s a good chance a portion of the referenced works will be too. Do a quick scan of the titles and see what seems relevant, then search for the relevant ones in your university’s database.

Method 4 – Dissertation Scavenging

Similar to Method 3 above, you can leverage other students’ dissertations. All you have to do is skim through literature review chapters of existing dissertations related to your topic and you’ll find a gold mine of potential literature. Usually, your university will provide you with access to previous students’ dissertations, but you can also find a much larger selection in the following databases:

• Open Access Theses & Dissertations
• Stanford SearchWorks

Keep in mind that dissertations and theses are not as academically sound as published, peer-reviewed journal articles (because they’re written by students, not professionals), so be sure to check the credibility of any sources you find using this method. You can do this by assessing the citation count of any given article in Google Scholar. If you need help with assessing the credibility of any article, or with finding relevant research in general, you can chat with one of our Research Specialists .

Alright – with a good base of literature firmly under your belt, it’s time to move onto the next step.

Need a helping hand?

Step 2: Log, catalogue and synthesise

Once you’ve built a little treasure trove of articles, it’s time to get reading and start digesting the information – what does it all mean?

While I present steps one and two (hunting and digesting) as sequential, in reality, it’s more of a back-and-forth tango – you’ll read a little , then have an idea, spot a new citation, or a new potential variable, and then go back to searching for articles. This is perfectly natural – through the reading process, your thoughts will develop , new avenues might crop up, and directional adjustments might arise. This is, after all, one of the main purposes of the literature review process (i.e. to familiarise yourself with the current state of research in your field).

As you’re working through your treasure chest, it’s essential that you simultaneously start organising the information. There are three aspects to this:

• Logging reference information
• Building an organised catalogue
• Distilling and synthesising the information

I’ll discuss each of these below:

2.1 – Log the reference information

As you read each article, you should add it to your reference management software. I usually recommend Mendeley for this purpose (see the Mendeley 101 video below), but you can use whichever software you’re comfortable with. Most importantly, make sure you load EVERY article you read into your reference manager, even if it doesn’t seem very relevant at the time.

2.2 – Build an organised catalogue

In the beginning, you might feel confident that you can remember who said what, where, and what their main arguments were. Trust me, you won’t. If you do a thorough review of the relevant literature (as you must!), you’re going to read many, many articles, and it’s simply impossible to remember who said what, when, and in what context . Also, without the bird’s eye view that a catalogue provides, you’ll miss connections between various articles, and have no view of how the research developed over time. Simply put, it’s essential to build your own catalogue of the literature.

I would suggest using Excel to build your catalogue, as it allows you to run filters, colour code and sort – all very useful when your list grows large (which it will). How you lay your spreadsheet out is up to you, but I’d suggest you have the following columns (at minimum):

• Author, date, title – Start with three columns containing this core information. This will make it easy for you to search for titles with certain words, order research by date, or group by author.
• Categories or keywords – You can either create multiple columns, one for each category/theme and then tick the relevant categories, or you can have one column with keywords.
• Key arguments/points – Use this column to succinctly convey the essence of the article, the key arguments and implications thereof for your research.
• Context – Note the socioeconomic context in which the research was undertaken. For example, US-based, respondents aged 25-35, lower- income, etc. This will be useful for making an argument about gaps in the research.
• Methodology – Note which methodology was used and why. Also, note any issues you feel arise due to the methodology. Again, you can use this to make an argument about gaps in the research.
• Quotations – Note down any quoteworthy lines you feel might be useful later.
• Notes – Make notes about anything not already covered. For example, linkages to or disagreements with other theories, questions raised but unanswered, shortcomings or limitations, and so forth.

If you’d like, you can try out our free catalog template here (see screenshot below).

2.3 – Digest and synthesise

Most importantly, as you work through the literature and build your catalogue, you need to synthesise all the information in your own mind – how does it all fit together? Look for links between the various articles and try to develop a bigger picture view of the state of the research. Some important questions to ask yourself are:

• What answers does the existing research provide to my own research questions ?
• Which points do the researchers agree (and disagree) on?
• How has the research developed over time?
• Where do the gaps in the current research lie?

To help you develop a big-picture view and synthesise all the information, you might find mind mapping software such as Freemind useful. Alternatively, if you’re a fan of physical note-taking, investing in a large whiteboard might work for you.

Step 3: Outline and write it up!

Once you’re satisfied that you have digested and distilled all the relevant literature in your mind, it’s time to put pen to paper (or rather, fingers to keyboard). There are two steps here – outlining and writing:

3.1 – Draw up your outline

Having spent so much time reading, it might be tempting to just start writing up without a clear structure in mind. However, it’s critically important to decide on your structure and develop a detailed outline before you write anything. Your literature review chapter needs to present a clear, logical and an easy to follow narrative – and that requires some planning. Don’t try to wing it!

Naturally, you won’t always follow the plan to the letter, but without a detailed outline, you’re more than likely going to end up with a disjointed pile of waffle , and then you’re going to spend a far greater amount of time re-writing, hacking and patching. The adage, “measure twice, cut once” is very suitable here.

In terms of structure, the first decision you’ll have to make is whether you’ll lay out your review thematically (into themes) or chronologically (by date/period). The right choice depends on your topic, research objectives and research questions, which we discuss in this article .

Once that’s decided, you need to draw up an outline of your entire chapter in bullet point format. Try to get as detailed as possible, so that you know exactly what you’ll cover where, how each section will connect to the next, and how your entire argument will develop throughout the chapter. Also, at this stage, it’s a good idea to allocate rough word count limits for each section, so that you can identify word count problems before you’ve spent weeks or months writing!

PS – check out our free literature review chapter template…

3.2 – Get writing

With a detailed outline at your side, it’s time to start writing up (finally!). At this stage, it’s common to feel a bit of writer’s block and find yourself procrastinating under the pressure of finally having to put something on paper. To help with this, remember that the objective of the first draft is not perfection – it’s simply to get your thoughts out of your head and onto paper, after which you can refine them. The structure might change a little, the word count allocations might shift and shuffle, and you might add or remove a section – that’s all okay. Don’t worry about all this on your first draft – just get your thoughts down on paper.

Once you’ve got a full first draft (however rough it may be), step away from it for a day or two (longer if you can) and then come back at it with fresh eyes. Pay particular attention to the flow and narrative – does it fall fit together and flow from one section to another smoothly? Now’s the time to try to improve the linkage from each section to the next, tighten up the writing to be more concise, trim down word count and sand it down into a more digestible read.

Once you’ve done that, give your writing to a friend or colleague who is not a subject matter expert and ask them if they understand the overall discussion. The best way to assess this is to ask them to explain the chapter back to you. This technique will give you a strong indication of which points were clearly communicated and which weren’t. If you’re working with Grad Coach, this is a good time to have your Research Specialist review your chapter.

Finally, tighten it up and send it off to your supervisor for comment. Some might argue that you should be sending your work to your supervisor sooner than this (indeed your university might formally require this), but in my experience, supervisors are extremely short on time (and often patience), so, the more refined your chapter is, the less time they’ll waste on addressing basic issues (which you know about already) and the more time they’ll spend on valuable feedback that will increase your mark-earning potential.

Literature Review Example

In the video below, we unpack an actual literature review so that you can see how all the core components come together in reality.

Let’s Recap

In this post, we’ve covered how to research and write up a high-quality literature review chapter. Let’s do a quick recap of the key takeaways:

• It is essential to understand the WHY of the literature review before you read or write anything. Make sure you understand the 4 core functions of the process.
• The first step is to hunt down the relevant literature . You can do this using Google Scholar, your university database, the snowballing technique and by reviewing other dissertations and theses.
• Next, you need to log all the articles in your reference manager , build your own catalogue of literature and synthesise all the research.
• Following that, you need to develop a detailed outline of your entire chapter – the more detail the better. Don’t start writing without a clear outline (on paper, not in your head!)
• Write up your first draft in rough form – don’t aim for perfection. Remember, done beats perfect.
• Refine your second draft and get a layman’s perspective on it . Then tighten it up and submit it to your supervisor.

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

38 Comments

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You’re welcome, Yinka. Thank you for the kind words. All the best writing your literature review.

Thank you for a very useful literature review session. Although I am doing most of the steps…it being my first masters an Mphil is a self study and one not sure you are on the right track. I have an amazing supervisor but one also knows they are super busy. So not wanting to bother on the minutae. Thank you.

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Thank you for this whole literature writing review.You have simplified the process.

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You’re welcome, Maithe. Good luck writing your literature review 🙂

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Good morning scholar. I’m delighted coming to know you even before the commencement of my dissertation which hopefully is expected in not more than six months from now. I would love to engage my study under your guidance from the beginning to the end. I love to know how to do good job

Thank you so much Derek for such useful information on writing up a good literature review. I am at a stage where I need to start writing my one. My proposal was accepted late last year but I honestly did not know where to start

Like the name of your YouTube implies you are GRAD (great,resource person, about dissertation). In short you are smart enough in coaching research work.

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Very comprehensive and eye opener for me as beginner in postgraduate study. Well explained and easy to understand. Appreciate and good reference in guiding me in my research journey. Thank you

Thank you. I requested to download the free literature review template, however, your website wouldn’t allow me to complete the request or complete a download. May I request that you email me the free template? Thank you.

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How to Write a Literature Review

What is a literature review.

• What Is the Literature
• Writing the Review

A literature review is much more than an annotated bibliography or a list of separate reviews of articles and books. It is a critical, analytical summary and synthesis of the current knowledge of a topic. Thus it should compare and relate different theories, findings, etc, rather than just summarize them individually. In addition, it should have a particular focus or theme to organize the review. It does not have to be an exhaustive account of everything published on the topic, but it should discuss all the significant academic literature and other relevant sources important for that focus.

This is meant to be a general guide to writing a literature review: ways to structure one, what to include, how it supplements other research. For more specific help on writing a review, and especially for help on finding the literature to review, sign up for a Personal Research Session .

The specific organization of a literature review depends on the type and purpose of the review, as well as on the specific field or topic being reviewed. But in general, it is a relatively brief but thorough exploration of past and current work on a topic. Rather than a chronological listing of previous work, though, literature reviews are usually organized thematically, such as different theoretical approaches, methodologies, or specific issues or concepts involved in the topic. A thematic organization makes it much easier to examine contrasting perspectives, theoretical approaches, methodologies, findings, etc, and to analyze the strengths and weaknesses of, and point out any gaps in, previous research. And this is the heart of what a literature review is about. A literature review may offer new interpretations, theoretical approaches, or other ideas; if it is part of a research proposal or report it should demonstrate the relationship of the proposed or reported research to others' work; but whatever else it does, it must provide a critical overview of the current state of research efforts. 

Literature reviews are common and very important in the sciences and social sciences. They are less common and have a less important role in the humanities, but they do have a place, especially stand-alone reviews.

Types of Literature Reviews

There are different types of literature reviews, and different purposes for writing a review, but the most common are:

• Stand-alone literature review articles . These provide an overview and analysis of the current state of research on a topic or question. The goal is to evaluate and compare previous research on a topic to provide an analysis of what is currently known, and also to reveal controversies, weaknesses, and gaps in current work, thus pointing to directions for future research. You can find examples published in any number of academic journals, but there is a series of Annual Reviews of *Subject* which are specifically devoted to literature review articles. Writing a stand-alone review is often an effective way to get a good handle on a topic and to develop ideas for your own research program. For example, contrasting theoretical approaches or conflicting interpretations of findings can be the basis of your research project: can you find evidence supporting one interpretation against another, or can you propose an alternative interpretation that overcomes their limitations?
• Part of a research proposal . This could be a proposal for a PhD dissertation, a senior thesis, or a class project. It could also be a submission for a grant. The literature review, by pointing out the current issues and questions concerning a topic, is a crucial part of demonstrating how your proposed research will contribute to the field, and thus of convincing your thesis committee to allow you to pursue the topic of your interest or a funding agency to pay for your research efforts.
• Part of a research report . When you finish your research and write your thesis or paper to present your findings, it should include a literature review to provide the context to which your work is a contribution. Your report, in addition to detailing the methods, results, etc. of your research, should show how your work relates to others' work.

A literature review for a research report is often a revision of the review for a research proposal, which can be a revision of a stand-alone review. Each revision should be a fairly extensive revision. With the increased knowledge of and experience in the topic as you proceed, your understanding of the topic will increase. Thus, you will be in a better position to analyze and critique the literature. In addition, your focus will change as you proceed in your research. Some areas of the literature you initially reviewed will be marginal or irrelevant for your eventual research, and you will need to explore other areas more thoroughly. 

Examples of Literature Reviews

See the series of Annual Reviews of *Subject* which are specifically devoted to literature review articles to find many examples of stand-alone literature reviews in the biomedical, physical, and social sciences. 

Research report articles vary in how they are organized, but a common general structure is to have sections such as:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Here are some articles that illustrate variations on this theme. There is no need to read the entire articles (unless the contents interest you); just quickly browse through to see the sections, and see how each section is introduced and what is contained in them.

The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects , in The Journal of Human Resources , v. 34 no. 2 (Spring 1999), p. 268-293.

This article has a standard breakdown of sections:

• Introduction
• Literature Review
• Some discussion sections

First Encounters of the Bureaucratic Kind: Early Freshman Experiences with a Campus Bureaucracy , in The Journal of Higher Education , v. 67 no. 6 (Nov-Dec 1996), p. 660-691.

This one does not have a section specifically labeled as a "literature review" or "review of the literature," but the first few sections cite a long list of other sources discussing previous research in the area before the authors present their own study they are reporting.

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What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

APA Style Blog - for those harder to find answers

1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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Introduction to Literature Reviews

Introduction.

• Step One: Define
• Step Two: Research
• Step Three: Write
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A literature review is a written work that :

• Compiles significant research published on a topic by accredited scholars and researchers;
• —Surveys scholarly articles, books, dissertations, conference proceedings, and other sources;
• —Examines contrasting perspectives, theoretical approaches, methodologies, findings, results, conclusions.
• —Reviews critically, analyzes, and synthesizes existing research on a topic; and,
• Performs a thorough “re” view, “overview”, or “look again” of past and current works on a subject, issue, or theory.

From these analyses, the writer then offers an overview of the current status of a particular area of knowledge from both a practical and theoretical perspective.

Literature reviews are important because they are usually a  required  step in a thesis proposal (Master's or PhD). The proposal will not be well-supported without a literature review. Also, literature reviews are important because they help you learn important authors and ideas in your field. This is useful for your coursework and your writing. Knowing key authors also helps you become acquainted with other researchers in your field.

Look at this diagram and imagine that your research is the "something new." This shows how your research should relate to major works and other sources.

Olivia Whitfield | Graduate Reference Assistant | 2012-2015

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What is a Literature Review?

So, what is a literature review .

"A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available or a set of summaries." - Quote from Taylor, D. (n.d)."The Literature Review: A Few Tips on Conducting it".

• Citation: "The Literature Review: A Few Tips on Conducting it"

What kinds of literature reviews are written?

Each field has a particular way to do reviews for academic research literature. In the social sciences and humanities the most common are:

• Narrative Reviews: The purpose of this type of review is to describe the current state of the research on a specific research topic and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weaknesses, and gaps are identified. The review ends with a conclusion section that summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.
• Book review essays/ Historiographical review essays : A type of literature review typical in History and related fields, e.g., Latin American studies. For example, the Latin American Research Review explains that the purpose of this type of review is to “(1) to familiarize readers with the subject, approach, arguments, and conclusions found in a group of books whose common focus is a historical period; a country or region within Latin America; or a practice, development, or issue of interest to specialists and others; (2) to locate these books within current scholarship, critical methodologies, and approaches; and (3) to probe the relation of these new books to previous work on the subject, especially canonical texts. Unlike individual book reviews, the cluster reviews found in LARR seek to address the state of the field or discipline and not solely the works at issue.” - LARR

What are the Goals of Creating a Literature Review?

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 
• Baumeister, R.F. & Leary, M.R. (1997). "Writing narrative literature reviews," Review of General Psychology , 1(3), 311-320.

When do you need to write a Literature Review?

• When writing a prospectus or a thesis/dissertation
• When writing a research paper
• When writing a grant proposal

In all these cases you need to dedicate a chapter in these works to showcase what has been written about your research topic and to point out how your own research will shed new light into a body of scholarship.

Where I can find examples of Literature Reviews?

Note:  In the humanities, even if they don't use the term "literature review", they may have a dedicated  chapter that reviewed the "critical bibliography" or they incorporated that review in the introduction or first chapter of the dissertation, book, or article.

• UCSB electronic theses and dissertations In partnership with the Graduate Division, the UC Santa Barbara Library is making available theses and dissertations produced by UCSB students. Currently included in ADRL are theses and dissertations that were originally filed electronically, starting in 2011. In future phases of ADRL, all theses and dissertations created by UCSB students may be digitized and made available.

Where to Find Standalone Literature Reviews

Literature reviews are also written as standalone articles as a way to survey a particular research topic in-depth. This type of literature review looks at a topic from a historical perspective to see how the understanding of the topic has changed over time. 

• Find e-Journals for Standalone Literature Reviews The best way to get familiar with and to learn how to write literature reviews is by reading them. You can use our Journal Search option to find journals that specialize in publishing literature reviews from major disciplines like anthropology, sociology, etc. Usually these titles are called, "Annual Review of [discipline name] OR [Discipline name] Review. This option works best if you know the title of the publication you are looking for. Below are some examples of these journals! more... less... Journal Search can be found by hovering over the link for Research on the library website.

Social Sciences

• Annual Review of Anthropology
• Annual Review of Political Science
• Annual Review of Sociology
• Ethnic Studies Review

Hard science and health sciences:

• Annual Review of Biomedical Data Science
• Annual Review of Materials Science
• Systematic Review From journal site: "The journal Systematic Reviews encompasses all aspects of the design, conduct, and reporting of systematic reviews" in the health sciences.
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What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

Whether you’re exploring a new research field or finding new angles to develop an existing topic, sifting through hundreds of papers can take more time than you have to spare. But what if you could find science-backed insights with verified citations in seconds? That’s the power of Paperpal’s new Research feature!  

How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
• Review and Save: Paperpal summarizes the information, while citing sources and listing relevant reads. You can quickly scan the results to identify relevant references and save these directly to your built-in citations library for later access. 
• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Research Methods

• Getting Started
• Literature Review Research
• Research Design
• Research Design By Discipline
• SAGE Research Methods
• Teaching with SAGE Research Methods

Literature Review

• What is a Literature Review?
• What is NOT a Literature Review?
• Purposes of a Literature Review
• Types of Literature Reviews
• Literature Reviews vs. Systematic Reviews
• Systematic vs. Meta-Analysis

Literature Review  is a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works.

Also, we can define a literature review as the collected body of scholarly works related to a topic:

• Summarizes and analyzes previous research relevant to a topic
• Includes scholarly books and articles published in academic journals
• Can be an specific scholarly paper or a section in a research paper

The objective of a Literature Review is to find previous published scholarly works relevant to an specific topic

• Help gather ideas or information
• Keep up to date in current trends and findings
• Help develop new questions

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Helps focus your own research questions or problems
• Discovers relationships between research studies/ideas.
• Suggests unexplored ideas or populations
• Identifies major themes, concepts, and researchers on a topic.
• Tests assumptions; may help counter preconceived ideas and remove unconscious bias.
• Identifies critical gaps, points of disagreement, or potentially flawed methodology or theoretical approaches.
• Indicates potential directions for future research.

All content in this section is from Literature Review Research from Old Dominion University 

Keep in mind the following, a literature review is NOT:

Not an essay 

Not an annotated bibliography  in which you summarize each article that you have reviewed.  A literature review goes beyond basic summarizing to focus on the critical analysis of the reviewed works and their relationship to your research question.

Not a research paper   where you select resources to support one side of an issue versus another.  A lit review should explain and consider all sides of an argument in order to avoid bias, and areas of agreement and disagreement should be highlighted.

A literature review serves several purposes. For example, it

• provides thorough knowledge of previous studies; introduces seminal works.
• helps focus one’s own research topic.
• identifies a conceptual framework for one’s own research questions or problems; indicates potential directions for future research.
• suggests previously unused or underused methodologies, designs, quantitative and qualitative strategies.
• identifies gaps in previous studies; identifies flawed methodologies and/or theoretical approaches; avoids replication of mistakes.
• helps the researcher avoid repetition of earlier research.
• suggests unexplored populations.
• determines whether past studies agree or disagree; identifies controversy in the literature.
• tests assumptions; may help counter preconceived ideas and remove unconscious bias.

As Kennedy (2007) notes*, it is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the original studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally that become part of the lore of field. In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews.

Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are several approaches to how they can be done, depending upon the type of analysis underpinning your study. Listed below are definitions of types of literature reviews:

Argumentative Review      This form examines literature selectively in order to support or refute an argument, deeply imbedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to to make summary claims of the sort found in systematic reviews.

Integrative Review      Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication.

Historical Review      Few things rest in isolation from historical precedent. Historical reviews are focused on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review      A review does not always focus on what someone said [content], but how they said it [method of analysis]. This approach provides a framework of understanding at different levels (i.e. those of theory, substantive fields, research approaches and data collection and analysis techniques), enables researchers to draw on a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection and data analysis, and helps highlight many ethical issues which we should be aware of and consider as we go through our study.

Systematic Review      This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyse data from the studies that are included in the review. Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?"

Theoretical Review      The purpose of this form is to concretely examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review help establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

* Kennedy, Mary M. "Defining a Literature."  Educational Researcher  36 (April 2007): 139-147.

All content in this section is from The Literature Review created by Dr. Robert Larabee USC

Robinson, P. and Lowe, J. (2015),  Literature reviews vs systematic reviews.  Australian and New Zealand Journal of Public Health, 39: 103-103. doi: 10.1111/1753-6405.12393

What's in the name? The difference between a Systematic Review and a Literature Review, and why it matters . By Lynn Kysh from University of Southern California

Systematic review or meta-analysis?

A  systematic review  answers a defined research question by collecting and summarizing all empirical evidence that fits pre-specified eligibility criteria.

A  meta-analysis  is the use of statistical methods to summarize the results of these studies.

Systematic reviews, just like other research articles, can be of varying quality. They are a significant piece of work (the Centre for Reviews and Dissemination at York estimates that a team will take 9-24 months), and to be useful to other researchers and practitioners they should have:

• clearly stated objectives with pre-defined eligibility criteria for studies
• explicit, reproducible methodology
• a systematic search that attempts to identify all studies
• assessment of the validity of the findings of the included studies (e.g. risk of bias)
• systematic presentation, and synthesis, of the characteristics and findings of the included studies

Not all systematic reviews contain meta-analysis. 

Meta-analysis is the use of statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects of health care than those derived from the individual studies included within a review.  More information on meta-analyses can be found in  Cochrane Handbook, Chapter 9 .

A meta-analysis goes beyond critique and integration and conducts secondary statistical analysis on the outcomes of similar studies.  It is a systematic review that uses quantitative methods to synthesize and summarize the results.

An advantage of a meta-analysis is the ability to be completely objective in evaluating research findings.  Not all topics, however, have sufficient research evidence to allow a meta-analysis to be conducted.  In that case, an integrative review is an appropriate strategy. 

Some of the content in this section is from Systematic reviews and meta-analyses: step by step guide created by Kate McAllister.

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• Next: Research Design >>
• Last Updated: Jul 15, 2024 10:34 AM
• URL: https://guides.lib.udel.edu/researchmethods

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Literature review.

• What is a Literature Review?
• What is Its Purpose?
• 1. Select a Topic
• 2. Set the Topic in Context
• 3. Types of Information Sources
• 4. Use Information Sources
• 5. Get the Information
• 6. Organize / Manage the Information
• 7. Position the Literature Review
• 8. Write the Literature Review

A literature review is a comprehensive summary of previous research on a topic. The literature review surveys scholarly articles, books, and other sources relevant to a particular area of research.  The review should enumerate, describe, summarize, objectively evaluate and clarify this previous research.  It should give a theoretical base for the research and help you (the author) determine the nature of your research.  The literature review acknowledges the work of previous researchers, and in so doing, assures the reader that your work has been well conceived.  It is assumed that by mentioning a previous work in the field of study, that the author has read, evaluated, and assimiliated that work into the work at hand.

A literature review creates a "landscape" for the reader, giving her or him a full understanding of the developments in the field.  This landscape informs the reader that the author has indeed assimilated all (or the vast majority of) previous, significant works in the field into her or his research. 

 "In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding concept (eg. your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries.( http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review )

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Literature Review – Types Writing Guide and Examples

Table of Contents

Literature Review

Definition:

A literature review is a comprehensive and critical analysis of the existing literature on a particular topic or research question. It involves identifying, evaluating, and synthesizing relevant literature, including scholarly articles, books, and other sources, to provide a summary and critical assessment of what is known about the topic.

Types of Literature Review

Types of Literature Review are as follows:

• Narrative literature review : This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper.
• Systematic literature review: This is a rigorous and structured review that follows a pre-defined protocol to identify, evaluate, and synthesize all relevant studies on a specific research question. It is often used in evidence-based practice and systematic reviews.
• Meta-analysis: This is a quantitative review that uses statistical methods to combine data from multiple studies to derive a summary effect size. It provides a more precise estimate of the overall effect than any individual study.
• Scoping review: This is a preliminary review that aims to map the existing literature on a broad topic area to identify research gaps and areas for further investigation.
• Critical literature review : This type of review evaluates the strengths and weaknesses of the existing literature on a particular topic or research question. It aims to provide a critical analysis of the literature and identify areas where further research is needed.
• Conceptual literature review: This review synthesizes and integrates theories and concepts from multiple sources to provide a new perspective on a particular topic. It aims to provide a theoretical framework for understanding a particular research question.
• Rapid literature review: This is a quick review that provides a snapshot of the current state of knowledge on a specific research question or topic. It is often used when time and resources are limited.
• Thematic literature review : This review identifies and analyzes common themes and patterns across a body of literature on a particular topic. It aims to provide a comprehensive overview of the literature and identify key themes and concepts.
• Realist literature review: This review is often used in social science research and aims to identify how and why certain interventions work in certain contexts. It takes into account the context and complexities of real-world situations.
• State-of-the-art literature review : This type of review provides an overview of the current state of knowledge in a particular field, highlighting the most recent and relevant research. It is often used in fields where knowledge is rapidly evolving, such as technology or medicine.
• Integrative literature review: This type of review synthesizes and integrates findings from multiple studies on a particular topic to identify patterns, themes, and gaps in the literature. It aims to provide a comprehensive understanding of the current state of knowledge on a particular topic.
• Umbrella literature review : This review is used to provide a broad overview of a large and diverse body of literature on a particular topic. It aims to identify common themes and patterns across different areas of research.
• Historical literature review: This type of review examines the historical development of research on a particular topic or research question. It aims to provide a historical context for understanding the current state of knowledge on a particular topic.
• Problem-oriented literature review : This review focuses on a specific problem or issue and examines the literature to identify potential solutions or interventions. It aims to provide practical recommendations for addressing a particular problem or issue.
• Mixed-methods literature review : This type of review combines quantitative and qualitative methods to synthesize and analyze the available literature on a particular topic. It aims to provide a more comprehensive understanding of the research question by combining different types of evidence.

Parts of Literature Review

Parts of a literature review are as follows:

Introduction

The introduction of a literature review typically provides background information on the research topic and why it is important. It outlines the objectives of the review, the research question or hypothesis, and the scope of the review.

Literature Search

This section outlines the search strategy and databases used to identify relevant literature. The search terms used, inclusion and exclusion criteria, and any limitations of the search are described.

Literature Analysis

The literature analysis is the main body of the literature review. This section summarizes and synthesizes the literature that is relevant to the research question or hypothesis. The review should be organized thematically, chronologically, or by methodology, depending on the research objectives.

Critical Evaluation

Critical evaluation involves assessing the quality and validity of the literature. This includes evaluating the reliability and validity of the studies reviewed, the methodology used, and the strength of the evidence.

The conclusion of the literature review should summarize the main findings, identify any gaps in the literature, and suggest areas for future research. It should also reiterate the importance of the research question or hypothesis and the contribution of the literature review to the overall research project.

The references list includes all the sources cited in the literature review, and follows a specific referencing style (e.g., APA, MLA, Harvard).

How to write Literature Review

Here are some steps to follow when writing a literature review:

• Define your research question or topic : Before starting your literature review, it is essential to define your research question or topic. This will help you identify relevant literature and determine the scope of your review.
• Conduct a comprehensive search: Use databases and search engines to find relevant literature. Look for peer-reviewed articles, books, and other academic sources that are relevant to your research question or topic.
• Evaluate the sources: Once you have found potential sources, evaluate them critically to determine their relevance, credibility, and quality. Look for recent publications, reputable authors, and reliable sources of data and evidence.
• Organize your sources: Group the sources by theme, method, or research question. This will help you identify similarities and differences among the literature, and provide a structure for your literature review.
• Analyze and synthesize the literature : Analyze each source in depth, identifying the key findings, methodologies, and conclusions. Then, synthesize the information from the sources, identifying patterns and themes in the literature.
• Write the literature review : Start with an introduction that provides an overview of the topic and the purpose of the literature review. Then, organize the literature according to your chosen structure, and analyze and synthesize the sources. Finally, provide a conclusion that summarizes the key findings of the literature review, identifies gaps in knowledge, and suggests areas for future research.
• Edit and proofread: Once you have written your literature review, edit and proofread it carefully to ensure that it is well-organized, clear, and concise.

Examples of Literature Review

Here’s an example of how a literature review can be conducted for a thesis on the topic of “ The Impact of Social Media on Teenagers’ Mental Health”:

• Start by identifying the key terms related to your research topic. In this case, the key terms are “social media,” “teenagers,” and “mental health.”
• Use academic databases like Google Scholar, JSTOR, or PubMed to search for relevant articles, books, and other publications. Use these keywords in your search to narrow down your results.
• Evaluate the sources you find to determine if they are relevant to your research question. You may want to consider the publication date, author’s credentials, and the journal or book publisher.
• Begin reading and taking notes on each source, paying attention to key findings, methodologies used, and any gaps in the research.
• Organize your findings into themes or categories. For example, you might categorize your sources into those that examine the impact of social media on self-esteem, those that explore the effects of cyberbullying, and those that investigate the relationship between social media use and depression.
• Synthesize your findings by summarizing the key themes and highlighting any gaps or inconsistencies in the research. Identify areas where further research is needed.
• Use your literature review to inform your research questions and hypotheses for your thesis.

For example, after conducting a literature review on the impact of social media on teenagers’ mental health, a thesis might look like this:

“Using a mixed-methods approach, this study aims to investigate the relationship between social media use and mental health outcomes in teenagers. Specifically, the study will examine the effects of cyberbullying, social comparison, and excessive social media use on self-esteem, anxiety, and depression. Through an analysis of survey data and qualitative interviews with teenagers, the study will provide insight into the complex relationship between social media use and mental health outcomes, and identify strategies for promoting positive mental health outcomes in young people.”

Reference: Smith, J., Jones, M., & Lee, S. (2019). The effects of social media use on adolescent mental health: A systematic review. Journal of Adolescent Health, 65(2), 154-165. doi:10.1016/j.jadohealth.2019.03.024

Reference Example: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, volume number(issue number), page range. doi:0000000/000000000000 or URL

Applications of Literature Review

some applications of literature review in different fields:

• Social Sciences: In social sciences, literature reviews are used to identify gaps in existing research, to develop research questions, and to provide a theoretical framework for research. Literature reviews are commonly used in fields such as sociology, psychology, anthropology, and political science.
• Natural Sciences: In natural sciences, literature reviews are used to summarize and evaluate the current state of knowledge in a particular field or subfield. Literature reviews can help researchers identify areas where more research is needed and provide insights into the latest developments in a particular field. Fields such as biology, chemistry, and physics commonly use literature reviews.
• Health Sciences: In health sciences, literature reviews are used to evaluate the effectiveness of treatments, identify best practices, and determine areas where more research is needed. Literature reviews are commonly used in fields such as medicine, nursing, and public health.
• Humanities: In humanities, literature reviews are used to identify gaps in existing knowledge, develop new interpretations of texts or cultural artifacts, and provide a theoretical framework for research. Literature reviews are commonly used in fields such as history, literary studies, and philosophy.

Role of Literature Review in Research

Here are some applications of literature review in research:

• Identifying Research Gaps : Literature review helps researchers identify gaps in existing research and literature related to their research question. This allows them to develop new research questions and hypotheses to fill those gaps.
• Developing Theoretical Framework: Literature review helps researchers develop a theoretical framework for their research. By analyzing and synthesizing existing literature, researchers can identify the key concepts, theories, and models that are relevant to their research.
• Selecting Research Methods : Literature review helps researchers select appropriate research methods and techniques based on previous research. It also helps researchers to identify potential biases or limitations of certain methods and techniques.
• Data Collection and Analysis: Literature review helps researchers in data collection and analysis by providing a foundation for the development of data collection instruments and methods. It also helps researchers to identify relevant data sources and identify potential data analysis techniques.
• Communicating Results: Literature review helps researchers to communicate their results effectively by providing a context for their research. It also helps to justify the significance of their findings in relation to existing research and literature.

Purpose of Literature Review

Some of the specific purposes of a literature review are as follows:

• To provide context: A literature review helps to provide context for your research by situating it within the broader body of literature on the topic.
• To identify gaps and inconsistencies: A literature review helps to identify areas where further research is needed or where there are inconsistencies in the existing literature.
• To synthesize information: A literature review helps to synthesize the information from multiple sources and present a coherent and comprehensive picture of the current state of knowledge on the topic.
• To identify key concepts and theories : A literature review helps to identify key concepts and theories that are relevant to your research question and provide a theoretical framework for your study.
• To inform research design: A literature review can inform the design of your research study by identifying appropriate research methods, data sources, and research questions.

Characteristics of Literature Review

Some Characteristics of Literature Review are as follows:

• Identifying gaps in knowledge: A literature review helps to identify gaps in the existing knowledge and research on a specific topic or research question. By analyzing and synthesizing the literature, you can identify areas where further research is needed and where new insights can be gained.
• Establishing the significance of your research: A literature review helps to establish the significance of your own research by placing it in the context of existing research. By demonstrating the relevance of your research to the existing literature, you can establish its importance and value.
• Informing research design and methodology : A literature review helps to inform research design and methodology by identifying the most appropriate research methods, techniques, and instruments. By reviewing the literature, you can identify the strengths and limitations of different research methods and techniques, and select the most appropriate ones for your own research.
• Supporting arguments and claims: A literature review provides evidence to support arguments and claims made in academic writing. By citing and analyzing the literature, you can provide a solid foundation for your own arguments and claims.
• I dentifying potential collaborators and mentors: A literature review can help identify potential collaborators and mentors by identifying researchers and practitioners who are working on related topics or using similar methods. By building relationships with these individuals, you can gain valuable insights and support for your own research and practice.
• Keeping up-to-date with the latest research : A literature review helps to keep you up-to-date with the latest research on a specific topic or research question. By regularly reviewing the literature, you can stay informed about the latest findings and developments in your field.

Advantages of Literature Review

There are several advantages to conducting a literature review as part of a research project, including:

• Establishing the significance of the research : A literature review helps to establish the significance of the research by demonstrating the gap or problem in the existing literature that the study aims to address.
• Identifying key concepts and theories: A literature review can help to identify key concepts and theories that are relevant to the research question, and provide a theoretical framework for the study.
• Supporting the research methodology : A literature review can inform the research methodology by identifying appropriate research methods, data sources, and research questions.
• Providing a comprehensive overview of the literature : A literature review provides a comprehensive overview of the current state of knowledge on a topic, allowing the researcher to identify key themes, debates, and areas of agreement or disagreement.
• Identifying potential research questions: A literature review can help to identify potential research questions and areas for further investigation.
• Avoiding duplication of research: A literature review can help to avoid duplication of research by identifying what has already been done on a topic, and what remains to be done.
• Enhancing the credibility of the research : A literature review helps to enhance the credibility of the research by demonstrating the researcher’s knowledge of the existing literature and their ability to situate their research within a broader context.

Limitations of Literature Review

Limitations of Literature Review are as follows:

• Limited scope : Literature reviews can only cover the existing literature on a particular topic, which may be limited in scope or depth.
• Publication bias : Literature reviews may be influenced by publication bias, which occurs when researchers are more likely to publish positive results than negative ones. This can lead to an incomplete or biased picture of the literature.
• Quality of sources : The quality of the literature reviewed can vary widely, and not all sources may be reliable or valid.
• Time-limited: Literature reviews can become quickly outdated as new research is published, making it difficult to keep up with the latest developments in a field.
• Subjective interpretation : Literature reviews can be subjective, and the interpretation of the findings can vary depending on the researcher’s perspective or bias.
• Lack of original data : Literature reviews do not generate new data, but rather rely on the analysis of existing studies.
• Risk of plagiarism: It is important to ensure that literature reviews do not inadvertently contain plagiarism, which can occur when researchers use the work of others without proper attribution.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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15 Literature Review Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

Literature reviews are a necessary step in a research process and often required when writing your research proposal . They involve gathering, analyzing, and evaluating existing knowledge about a topic in order to find gaps in the literature where future studies will be needed.

Ideally, once you have completed your literature review, you will be able to identify how your research project can build upon and extend existing knowledge in your area of study.

Generally, for my undergraduate research students, I recommend a narrative review, where themes can be generated in order for the students to develop sufficient understanding of the topic so they can build upon the themes using unique methods or novel research questions.

If you’re in the process of writing a literature review, I have developed a literature review template for you to use – it’s a huge time-saver and walks you through how to write a literature review step-by-step:

Get your time-saving templates here to write your own literature review.

Literature Review Examples

For the following types of literature review, I present an explanation and overview of the type, followed by links to some real-life literature reviews on the topics.

1. Narrative Review Examples

Also known as a traditional literature review, the narrative review provides a broad overview of the studies done on a particular topic.

It often includes both qualitative and quantitative studies and may cover a wide range of years.

The narrative review’s purpose is to identify commonalities, gaps, and contradictions in the literature .

I recommend to my students that they should gather their studies together, take notes on each study, then try to group them by themes that form the basis for the review (see my step-by-step instructions at the end of the article).

Example Study

Title: Communication in healthcare: a narrative review of the literature and practical recommendations

Citation: Vermeir, P., Vandijck, D., Degroote, S., Peleman, R., Verhaeghe, R., Mortier, E., … & Vogelaers, D. (2015). Communication in healthcare: a narrative review of the literature and practical recommendations. International journal of clinical practice , 69 (11), 1257-1267.

Source: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ijcp.12686  

Overview: This narrative review analyzed themes emerging from 69 articles about communication in healthcare contexts. Five key themes were found in the literature: poor communication can lead to various negative outcomes, discontinuity of care, compromise of patient safety, patient dissatisfaction, and inefficient use of resources. After presenting the key themes, the authors recommend that practitioners need to approach healthcare communication in a more structured way, such as by ensuring there is a clear understanding of who is in charge of ensuring effective communication in clinical settings.

Other Examples

• Burnout in United States Healthcare Professionals: A Narrative Review (Reith, 2018) – read here
• Examining the Presence, Consequences, and Reduction of Implicit Bias in Health Care: A Narrative Review (Zestcott, Blair & Stone, 2016) – read here
• A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning (Mavilidi et al., 2018) – read here
• A narrative review on burnout experienced by medical students and residents (Dyrbye & Shanafelt, 2015) – read here

2. Systematic Review Examples

This type of literature review is more structured and rigorous than a narrative review. It involves a detailed and comprehensive plan and search strategy derived from a set of specified research questions.

The key way you’d know a systematic review compared to a narrative review is in the methodology: the systematic review will likely have a very clear criteria for how the studies were collected, and clear explanations of exclusion/inclusion criteria. 

The goal is to gather the maximum amount of valid literature on the topic, filter out invalid or low-quality reviews, and minimize bias. Ideally, this will provide more reliable findings, leading to higher-quality conclusions and recommendations for further research.

You may note from the examples below that the ‘method’ sections in systematic reviews tend to be much more explicit, often noting rigid inclusion/exclusion criteria and exact keywords used in searches.

Title: The importance of food naturalness for consumers: Results of a systematic review  

Citation: Roman, S., Sánchez-Siles, L. M., & Siegrist, M. (2017). The importance of food naturalness for consumers: Results of a systematic review. Trends in food science & technology , 67 , 44-57.

Source: https://www.sciencedirect.com/science/article/pii/S092422441730122X  

Overview: This systematic review included 72 studies of food naturalness to explore trends in the literature about its importance for consumers. Keywords used in the data search included: food, naturalness, natural content, and natural ingredients. Studies were included if they examined consumers’ preference for food naturalness and contained empirical data. The authors found that the literature lacks clarity about how naturalness is defined and measured, but also found that food consumption is significantly influenced by perceived naturalness of goods.

• A systematic review of research on online teaching and learning from 2009 to 2018 (Martin, Sun & Westine, 2020) – read here
• Where Is Current Research on Blockchain Technology? (Yli-Huumo et al., 2016) – read here
• Universities—industry collaboration: A systematic review (Ankrah & Al-Tabbaa, 2015) – read here
• Internet of Things Applications: A Systematic Review (Asghari, Rahmani & Javadi, 2019) – read here

3. Meta-analysis

This is a type of systematic review that uses statistical methods to combine and summarize the results of several studies.

Due to its robust methodology, a meta-analysis is often considered the ‘gold standard’ of secondary research , as it provides a more precise estimate of a treatment effect than any individual study contributing to the pooled analysis.

Furthermore, by aggregating data from a range of studies, a meta-analysis can identify patterns, disagreements, or other interesting relationships that may have been hidden in individual studies.

This helps to enhance the generalizability of findings, making the conclusions drawn from a meta-analysis particularly powerful and informative for policy and practice.

Title: Cholesterol and Alzheimer’s Disease Risk: A Meta-Meta-Analysis

Citation: Sáiz-Vazquez, O., Puente-Martínez, A., Ubillos-Landa, S., Pacheco-Bonrostro, J., & Santabárbara, J. (2020). Cholesterol and Alzheimer’s disease risk: a meta-meta-analysis. Brain sciences, 10(6), 386.

Source: https://doi.org/10.3390/brainsci10060386  

O verview: This study examines the relationship between cholesterol and Alzheimer’s disease (AD). Researchers conducted a systematic search of meta-analyses and reviewed several databases, collecting 100 primary studies and five meta-analyses to analyze the connection between cholesterol and Alzheimer’s disease. They find that the literature compellingly demonstrates that low-density lipoprotein cholesterol (LDL-C) levels significantly influence the development of Alzheimer’s disease.

• The power of feedback revisited: A meta-analysis of educational feedback research (Wisniewski, Zierer & Hattie, 2020) – read here
• How Much Does Education Improve Intelligence? A Meta-Analysis (Ritchie & Tucker-Drob, 2018) – read here
• A meta-analysis of factors related to recycling (Geiger et al., 2019) – read here
• Stress management interventions for police officers and recruits (Patterson, Chung & Swan, 2014) – read here

Other Types of Reviews

• Scoping Review: This type of review is used to map the key concepts underpinning a research area and the main sources and types of evidence available. It can be undertaken as stand-alone projects in their own right, or as a precursor to a systematic review.
• Rapid Review: This type of review accelerates the systematic review process in order to produce information in a timely manner. This is achieved by simplifying or omitting stages of the systematic review process.
• Integrative Review: This review method is more inclusive than others, allowing for the simultaneous inclusion of experimental and non-experimental research. The goal is to more comprehensively understand a particular phenomenon.
• Critical Review: This is similar to a narrative review but requires a robust understanding of both the subject and the existing literature. In a critical review, the reviewer not only summarizes the existing literature, but also evaluates its strengths and weaknesses. This is common in the social sciences and humanities .
• State-of-the-Art Review: This considers the current level of advancement in a field or topic and makes recommendations for future research directions. This type of review is common in technological and scientific fields but can be applied to any discipline.

How to Write a Narrative Review (Tips for Undergrad Students)

Most undergraduate students conducting a capstone research project will be writing narrative reviews. Below is a five-step process for conducting a simple review of the literature for your project.

• Search for Relevant Literature: Use scholarly databases related to your field of study, provided by your university library, along with appropriate search terms to identify key scholarly articles that have been published on your topic.
• Evaluate and Select Sources: Filter the source list by selecting studies that are directly relevant and of sufficient quality, considering factors like credibility , objectivity, accuracy, and validity.
• Analyze and Synthesize: Review each source and summarize the main arguments  in one paragraph (or more, for postgrad). Keep these summaries in a table.
• Identify Themes: With all studies summarized, group studies that share common themes, such as studies that have similar findings or methodologies.
• Write the Review: Write your review based upon the themes or subtopics you have identified. Give a thorough overview of each theme, integrating source data, and conclude with a summary of the current state of knowledge then suggestions for future research based upon your evaluation of what is lacking in the literature.

Literature reviews don’t have to be as scary as they seem. Yes, they are difficult and require a strong degree of comprehension of academic studies. But it can be feasibly done through following a structured approach to data collection and analysis. With my undergraduate research students (who tend to conduct small-scale qualitative studies ), I encourage them to conduct a narrative literature review whereby they can identify key themes in the literature. Within each theme, students can critique key studies and their strengths and limitations , in order to get a lay of the land and come to a point where they can identify ways to contribute new insights to the existing academic conversation on their topic.

Ankrah, S., & Omar, A. T. (2015). Universities–industry collaboration: A systematic review. Scandinavian Journal of Management, 31(3), 387-408.

Asghari, P., Rahmani, A. M., & Javadi, H. H. S. (2019). Internet of Things applications: A systematic review. Computer Networks , 148 , 241-261.

Dyrbye, L., & Shanafelt, T. (2016). A narrative review on burnout experienced by medical students and residents. Medical education , 50 (1), 132-149.

Geiger, J. L., Steg, L., Van Der Werff, E., & Ünal, A. B. (2019). A meta-analysis of factors related to recycling. Journal of environmental psychology , 64 , 78-97.

Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & education , 159 , 104009.

Mavilidi, M. F., Ruiter, M., Schmidt, M., Okely, A. D., Loyens, S., Chandler, P., & Paas, F. (2018). A narrative review of school-based physical activity for enhancing cognition and learning: The importance of relevancy and integration. Frontiers in psychology , 2079.

Patterson, G. T., Chung, I. W., & Swan, P. W. (2014). Stress management interventions for police officers and recruits: A meta-analysis. Journal of experimental criminology , 10 , 487-513.

Reith, T. P. (2018). Burnout in United States healthcare professionals: a narrative review. Cureus , 10 (12).

Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological science , 29 (8), 1358-1369.

Roman, S., Sánchez-Siles, L. M., & Siegrist, M. (2017). The importance of food naturalness for consumers: Results of a systematic review. Trends in food science & technology , 67 , 44-57.

Sáiz-Vazquez, O., Puente-Martínez, A., Ubillos-Landa, S., Pacheco-Bonrostro, J., & Santabárbara, J. (2020). Cholesterol and Alzheimer’s disease risk: a meta-meta-analysis. Brain sciences, 10(6), 386.

Vermeir, P., Vandijck, D., Degroote, S., Peleman, R., Verhaeghe, R., Mortier, E., … & Vogelaers, D. (2015). Communication in healthcare: a narrative review of the literature and practical recommendations. International journal of clinical practice , 69 (11), 1257-1267.

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology , 10 , 3087.

Yli-Huumo, J., Ko, D., Choi, S., Park, S., & Smolander, K. (2016). Where is current research on blockchain technology?—a systematic review. PloS one , 11 (10), e0163477.

Zestcott, C. A., Blair, I. V., & Stone, J. (2016). Examining the presence, consequences, and reduction of implicit bias in health care: a narrative review. Group Processes & Intergroup Relations , 19 (4), 528-542

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

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Ten Simple Rules for Writing a Literature Review

Marco pautasso.

1 Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France

2 Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

Funding Statement

This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

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• Published: 10 August 2024

Mapping biomimicry research to sustainable development goals

• Raghu Raman 1 ,
• Aswathy Sreenivasan 2 ,
• M. Suresh 2 &
• Prema Nedungadi 3  

Scientific Reports volume  14 , Article number:  18613 ( 2024 ) Cite this article

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• Environmental social sciences

This study systematically evaluates biomimicry research within the context of sustainable development goals (SDGs) to discern the interdisciplinary interplay between biomimicry and SDGs. The alignment of biomimicry with key SDGs showcases its interdisciplinary nature and potential to offer solutions across the health, sustainability, and energy sectors. This study identified two primary thematic clusters. The first thematic cluster focused on health, partnership, and life on land (SDGs 3, 17, and 15), highlighting biomimicry's role in healthcare innovations, sustainable collaboration, and land management. This cluster demonstrates the potential of biomimicry to contribute to medical technologies, emphasizing the need for cross-sectoral partnerships and ecosystem preservation. The second thematic cluster revolves around clean water, energy, infrastructure, and marine life (SDGs 6, 7, 9, and 14), showcasing nature-inspired solutions for sustainable development challenges, including energy generation and water purification. The prominence of SDG 7 within this cluster indicates that biomimicry significantly contributes to sustainable energy practices. The analysis of thematic clusters further revealed the broad applicability of biomimicry and its role in enhancing sustainable energy access and promoting ecosystem conservation. Emerging research topics, such as metaheuristics, nanogenerators, exosomes, and bioprinting, indicate a dynamic field poised for significant advancements. By mapping the connections between biomimicry and SDGs, this study provides a comprehensive overview of the field's trajectory, emphasizing its importance in advancing global sustainability efforts.

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Introduction.

Biomimicry, which combines 'bio' (life) and 'mimicry' (imitation), uses nature's patterns to solve human problems, aligning with the SDGs by fostering innovations 1 . This discipline studies natural processes to inspire sustainable designs and promote responsible consumption and production 2 . Biomimicry emphasizes sustainability, ideation, and education in reconnecting with nature to achieve the SDGs 3 . Collaboration among designers, technologists, and business experts is vital for translating natural mechanisms into commercial solutions 4 . Biomimetics, which aims for radical innovations by replicating living systems, strives for breakthroughs in economic growth 5 . By promoting systemic change through the emulation of nature's regenerative processes, biomimicry's alignment with the SDGs could enhance sustainability efforts. Merging biomimicry insights with SDGs could exceed sustainability benchmarks.

Integrating biomimicry with sustainable development goals (SDGs) is crucial for addressing global challenges. The SDGs offer a blueprint for global well-being and environmental stewardship by 2030 6 . They aim to protect the environment and foster social and economic development. Biomimicry provides innovative approaches to these objectives, drawing from natural strategies. While SDGs offer clear targets, biomimicry complements these by providing a unique lens for solutions 7 . The investigation of biomimicry in conjunction with the SDGs is based on the understanding that the development of biologically inspired materials, structures, and systems offers a novel and sustainable solution to design problems, particularly in the built environment 8 . By mimicking nature's answers to complicated challenges, biomimicry produces creative, clever, long-lasting, and environmentally responsible ideas.

The SDGs outline a comprehensive sustainability agenda targeting social equity, environmental conservation, and poverty alleviation 9 . The use of biomimicry in research can lead to the development of solutions that mimic natural efficiency 10 , revolutionizing industries with resource-efficient technologies and enhancing sustainability. This synergy could lead to environmentally friendly products, improved energy solutions, and effective waste management systems. Integrating biomimicry into industry and education promotes environmental stewardship and ecological appreciation 11 . Marrying biomimicry research with SDGs has accelerated progress toward sustainable development.

Biomimicry can provide insightful and useful solutions consistent with sustainability ideals by imitating the adaptability and efficiency observed in biological systems 12 . The built environment's use of biomimicry has a greater sustainable impact when circular design features are included 13 . Reusing materials, cutting waste, and designing systems that work with natural cycles are all stressed in a circular design. Combining biomimicry and circular design promotes social inclusion, environmental resilience, resourcefulness, and compassionate governance, all of which lead to peaceful coexistence with the environment. This all-encompassing strategy demonstrates a dedication to tackling the larger social and environmental concerns that the SDGs represent and design challenges 14 . Complementing these studies, Wamane 7 examined the intersection of biomimicry, the environmental, social, and governance (ESG) framework, and circular economy principles, advocating for an economic paradigm shift toward sustainability.

A key aspect of realizing the impact of biomimicry on SDGs is the successful translation and commercialization of biomimicry discoveries. This involves overcoming barriers such as skill gaps, the engineering mindset, commercial acumen, and funding. Insights from the "The State of Nature-Inspired-Innovation in the UK" report provide a comprehensive analysis of these challenges and potential strategies to address them, underscoring the importance of integrating commercial perspectives into biomimicry research.

This research employs bibliometric techniques to assess the integration and coherence within circular economy policy-making, emphasizing the potential for a synergistic relationship between environmental stewardship, economic growth, and social equity to foster a sustainable future.

In addressing the notable gap in comprehensive research concerning the contribution of biomimicry solutions to specific SDGs, this study offers significant insights into the interdisciplinary applications of biomimicry and its potential to advance global sustainability efforts. Our investigation aims to bridge this research gap through a systematic analysis, resulting in the formulation of the following research questions:

RQ1: How does an interdisciplinary analysis of biomimicry research align with and contribute to advancing specific SDGs?

RQ2: What emerging topics within biomimicry research are gaining prominence, and how do they relate to the SDGs?

RQ3 : What are the barriers to the translation and commercialization of biomimicry innovations, and how can these barriers be overcome to enhance their impact on SDGs?

RQ4: Based on the identified gaps in research and the potential for interdisciplinary collaboration, what innovative areas within biomimicry can be further explored to address underrepresented SDGs?

The remainder of this paper is arranged as follows. Section " Literature review " focuses on the literature background of biomimicry, followed by methods (section " Methods ") and results and discussion, including emerging research topics (section " Results and discussion "). Section " Conclusion " concludes with recommendations and limitations.

Literature review

The potential of biomimicry solutions for sustainability has long been recognized, yet there is a notable lack of comprehensive studies that explore how biomimicry can address specific sustainable development goals (SDGs) (Table 1 ). This research aims to fill this gap by investigating relevant themes and building upon the literature in this field.

Biomimicry, with its roots tracing back to approximately 500 BC, began with Greek philosophers who developed classical concepts of beauty and drew inspiration from natural organisms for balanced design 15 . This foundational idea of looking to nature for design principles continued through history, as exemplified by Leonardo Da Vinci's creation of a flying machine inspired by birds in 1482. This early instance of biomimicry influenced subsequent advancements, including the Wright brothers' development of the airplane in 1948 12 , 15 . The term "bionics," coined in 1958 to describe "the science of natural systems or their analogs," evolved into "biomimicry" by 1982. Janine Benyus's 1997 book, “Biomimicry: Innovation Inspired by Nature,” and the founding of the Biomimicry Institute (Biomimicry 16 ) were pivotal, positioning nature as a guide and model for sustainable design. Benyus’s work underscores the potential of biomimicry in tackling contemporary environmental challenges such as climate change and ecosystem degradation 12 , 17 .

In recent years, the call for more targeted research in biomimicry has grown, particularly in terms of architecture and energy use. Meena et al. 18 and Varshabi et al. 19 highlighted the need for biomimicry to address energy efficiency in building design, stressing the potential of nature-inspired solutions to reduce energy consumption and enhance sustainability. This perspective aligns with that of Perricone et al. 20 , who explored the differences between artificial and natural systems, noting that biomimetic designs, which mimic the principles of organism construction, can significantly improve resource utilization and ecosystem restoration. Aggarwal and Verma 21 contributed to this discourse by mapping the evolution and applications of biomimicry through scientometric analysis, revealing the growing significance of nature-inspired optimization methodologies, especially in clustering techniques. Their work suggested that these methodologies not only provide innovative solutions but also reflect a deeper integration of biomimetic principles in technological advancements. Building on this, Pinzón and Austin 22 emphasized the infancy of biomimicry in the context of renewable energy, advocating for more research to explore how nature can inspire new energy solutions. Their work connects with that of Carniel et al. 23 , who introduced a natural language processing (NLP) technique to identify research themes in biomimicry across disciplines, facilitating a holistic understanding of current trends and future directions.

To further illustrate the practical applications of biomimicry, Nasser et al. 24 presented the Harmony Search Algorithm (HSA), a nature-inspired optimization technique. Their bibliometric analysis demonstrated the algorithm's effectiveness in reducing energy and resource consumption, highlighting the practical benefits of biomimicry in technological innovation. Rusu et al. 25 expanded on these themes by documenting significant advancements in soft robotics, showing how biomimicry influences design principles and applications in this rapidly evolving field. Their findings underscore the diverse applications of biomimetic principles, from robotics to building design. Shashwat et al. 26 emphasized the role of bioinspired solutions in enhancing energy efficiency within the built environment, promoting the use of high solar reflectance surfaces that mimic natural materials. This perspective is in line with that of Pires et al. 27 , who evaluated the application of biomimicry in dental restorative materials and identified a need for more clinical studies to realize the full potential of biomimetic innovations in healthcare. Liu et al. 28 explored the application of nature-inspired design principles in software-defined networks, demonstrating how biomimetic algorithms can optimize resource and energy utilization in complex systems. This study builds on the broader narrative of biomimicry's potential to transform various sectors by offering efficient, sustainable solutions. Finally, Hinkelman et al. 29 synthesized these insights by discussing the transdisciplinary applications of ecosystem biomimicry, which supports sustainable development goals by integrating biomimetic principles across engineering and environmental disciplines. This comprehensive approach underscores the transformative potential of biomimicry, suggesting that continued interdisciplinary research and innovation are crucial for addressing global sustainability challenges effectively.

PRISMA framework

This study utilizes the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to structure its analysis, following the established five-step protocol: formulating research questions, defining a search strategy, executing a literature search, screening identified literature, and analyzing the findings (Page et al., 2021). The application of the PRISMA guidelines across various research domains, including the SDGs, is well documented 30 .

To ensure a comprehensive search, we searched the Scopus database, a widely utilized resource for bibliometric studies 31 (Donthu et al. 82 ), which led to the discovery of 46,141 publications from 2013 to 2023. This period marked significant research activity following the introduction of the SDGs at the Rio + 20 summit in 2012. Publications were identified using the following terms in the title and abstract: “ (biomimic* OR biomimetic* OR bioinspired OR bioinsp* OR bionic* OR nature-inspired OR "biologically inspired" OR bioinspiration OR biomimesis OR biognosis).”

During the screening phase, publications lacking complete author details were reviewed, narrowing the field to 46,083 publications for further analysis. The eligibility phase utilized proprietary algorithms to map publications to the 17 SDGs, informed by initiatives such as the University of Auckland (Auckland’s SDG mapping 32 ) and Elsevier's SDG Mapping Initiatives (Elsevier's SDG Mapping 33 ). The selection of the Elsevier SDG Mapping Initiative for this study was based on its seamless integration with Scopus, facilitating the use of predefined search queries for each SDG and employing a machine learning model that has been refined through expert review. This approach has been utilized in various studies to analyze research trends within emerging fields. For example, the exploration of green hydrogen was detailed by Raman et al. 34 , while investigations into Fake News and the Dark Web were conducted by Raman et al. 35 , 36 , 37 and Rama et al. 38 , respectively. These examples demonstrate the efficacy of SDG mapping in elucidating how research outputs align with and contribute to sustainable development goals in these emerging domains. This phase identified 13,287 publications as mapped to SDGs. In the inclusion phase, stringent criteria further filtered the publications to English-language journals and review articles, culminating in 13,271 publications deemed suitable for in-depth analysis. This process ensures a comprehensive and high-quality dataset for the study, reflecting the robust and systematic approach afforded by the PRISMA framework in evaluating literature relevant to SDGs.

Our keyword search strategy, while comprehensive, may capture papers that do not genuinely contribute to the field. To mitigate this, we employed manual verification. After the automated search, the authors conducted a manual review of a subset of the final set of identified papers to assess their relevance and authenticity in the context of biomimicry. The subset was based on 20 highly cited papers from each year. We believe that papers that are frequently cited within the community are more likely to be accurately classified. The authors mainly reviewed the introduction, methodology, and results sections to confirm the relevance and authenticity of the papers. However, we acknowledge that these steps may not fully eliminate the inclusion of irrelevant papers, which could skew the results of our meta-analysis.

SDG framework

The examination of sustainable development goals (SDGs) reveals their interconnected nature, where the achievement of one goal often supports progress in others. Studies by Le Blanc (2015) and Allison et al. (2016) have mapped out the complex web of relationships among the SDGs, identifying both strong and subtle linkages across different objectives. To visualize these connections, we employed a cocitation mapping approach using VOSviewer 39 , which allows us to depict the semantic relationships between SDGs through their cocitation rates in scholarly works. This approach generates a visual map where each SDG is represented as a node, with the node size reflecting the goal's research prominence and the thickness of the lines between nodes indicating the frequency of cocitations among the goals. This visual representation reveals the SDGs as an intricate but unified framework, emphasizing the collaborative nature of global sustainability initiatives.

Topic prominence percentile

The Scopus prominence percentile is a crucial metric indicating the visibility and impact of emerging research topics within the scientific community. High-ranking topics in this percentile are rapidly gaining attention, highlighting emerging trends and areas poised for significant advancements. This tool enables researchers and policymakers to identify and focus on innovative topics, ensuring that their efforts align with the forefront of scientific development 35 , 36 , 37 . Topics above the 99.9th percentile were used in this study.

Results and discussion

Rq1: sdg framework and interdisciplinary research (rq4).

This study evaluates biomimicry research through the framework of SDGs. A cocitation SDG map shows two clusters and provides insights into the interplay between biomimicry themes and SDGs, highlighting the cross-disciplinary nature of this research (Fig.  1 ). The blue box hidden behind the “3 – Good Health and Well-being” and “7 – Affordable and Clean Energy” is “11 – Sustainable cities and Communities”. The blue box hidden behind “15 – Life on Land” is “16 – Peace, Justice and Strong institutions”.

Interdisciplinary SDG network of biomimicry research.

Cluster 1 (Red): Biomimetic innovations for health, partnership, and life on land

This cluster comprises a diverse array of research articles that explore the application of biomimicry across various SDGs 3 (health), 17 (partnership), and 15 (land). The papers in this cluster delve into innovative biomimetic ideas, each contributing uniquely to the intersection of sustainable development and biological inspiration. SDG 3, emphasizing good health and well-being for all, is significantly represented, indicating a global effort to leverage biomimicry for advancements in healthcare, such as new medication delivery systems and medical technologies. Similarly, the frequent citations of SDG 17 underscore the vital role of partnerships in achieving sustainable growth, especially where bioinspired solutions require interdisciplinary collaboration to address complex challenges. Finally, the prominence of 15 SDG citations reflects a commitment to preserving terrestrial ecosystems, where biomimicry is increasingly applied in land management, demonstrating nature's adaptability and resilience as a model for sustainable practices. Table 2 lists the top 5 relevant papers from Cluster 1, further illustrating the multifaceted application of biomimicry in addressing these SDGs.

A unique binary variant of the gray wolf optimization (GWO) technique, designed especially for feature selection in classification tasks, was presented by Emary et al. 40 . GWO is a method inspired by the social hierarchy and hunting behavior of gray wolves to find the best solutions to complex problems. This bioinspired optimization technique was used to optimize SDG15, which also highlights its ecological benefits. The results of the study highlight the effectiveness of binary gray wolf optimization in identifying the feature space for ideal pairings and promoting environmental sustainability and biodiversity. Lin et al. 41 focused on SDG 3 by examining catalytically active nanomaterials as potential candidates for artificial enzymes. While acknowledging the limits of naturally occurring enzymes, this study explores how nanobiotechnology can address problems in the food, pharmaceutical, and agrochemical sectors.

The investigation of enzymatic nanomaterials aligns with health-related objectives, highlighting the potential for major improvements in human health. Parodi et al. 42 used biomimetic leukocyte membranes to functionalize synthetic nanoparticles, extending biomimicry into the biomedical domain. To meet SDG 3, this research presents "leukolike vectors," which are nanoporous silicon particles that can communicate with cells, evade the immune system, and deliver specific payloads. In line with the SDGs about health, this study emphasizes the possible uses of biomimetic structures in cancer detection and treatments. A novel strategy for biological photothermal nanodot-based anticancer therapy utilizing peptide‒porphyrin conjugate self-assembly was presented by Zou et al. 43 . For therapeutic reasons, efficient light-to-heat conversion can be achieved by imitating the structure of biological structures. By providing a unique biomimetic approach to cancer treatment and demonstrating the potential of self-assembling biomaterials in biomedical applications, this research advances SDG 3. Finally, Wang et al. 44 presented Monarch butterfly optimization (MBO), which is a bioinspired algorithm that mimics the migration patterns of monarch butterflies to solve optimization problems effectively. This method presents a novel approach to optimization, mimicking the migration of monarch butterflies, aligning with SDG 9. Comparative analyses highlight MBO's exceptional performance and demonstrate its capacity to address intricate issues about business and innovation, supporting objectives for long-term collaboration and sector expansion.

The publications in Cluster 1 show a wide range of biomimetic developments, from ecological optimization to new optimization techniques and biomedical applications. These varied contributions highlight how biomimicry can advance sustainable development in health, symbiosis, and terrestrial life.

Cluster 2 (green): Nature-inspired solutions for clean water, energy, and infrastructure

Cluster 2, which focuses on the innovative application of biomimicry in sustainable development, represents a range of research that aligns with SDGs 6 (sanitation), 7 (energy), 9 (infrastructure), and 14 (water). This cluster is characterized by studies that draw inspiration from natural processes and structures to offer creative solutions to sustainability-related challenges. The papers in this cluster, detailed in Table 3 , demonstrate how biomimicry can address key global concerns in a varied and compelling manner.

Within this cluster, the high citation counts for SDG 7 underscore the significance of accessible clean energy, a domain where biomimicry contributes innovative energy generation and storage solutions inspired by natural processes. This aligns with the growing emphasis on sustainable energy practices. The prominence of SDG 9 citations further highlights the global focus on innovation and sustainable industry, where biomimicry's role in developing nature-inspired designs is crucial for building robust systems and resilient infrastructure. Furthermore, the substantial citations for SDG 6 reflect a dedicated effort toward ensuring access to clean water and sanitation for all. In this regard, biomimicry principles are being applied in water purification technologies, illustrating how sustainable solutions modeled after natural processes can effectively meet clean water objectives.

The study by Sydney Gladman et al. (2016), which presented the idea of shape-morphing systems inspired by nastic plant motions, is one notable addition to this cluster. This discovery creates new opportunities for tissue engineering, autonomous robotics, and smart textile applications by encoding composite hydrogel designs that exhibit anisotropic swelling behavior. The emphasis of SDG 9 on promoting industry, innovation, and infrastructure aligns with this biomimetic strategy. SDGs 7 and 13 are addressed in the study of Li et al. 45 , which is about engineering heterogeneous semiconductors for solar water splitting. This work contributes to the goals of inexpensive, clean energy and climate action by investigating methods such as band structure engineering and bionic engineering to increase the efficiency of solar water splitting. Li et al. 46 conducted a thorough study highlighting the importance of catalysts for the selective photoreduction of CO2 into solar fuels. This review offers valuable insights into the use of semiconductor catalysts for selective photocatalytic CO2 reduction. Our work advances sustainable energy solutions by investigating biomimetic, metal-based, and metal-free cocatalysts and contributes to SDGs 7 and 13. Wang et al. 47 address the critical problem of water pollution. Creating materials with superlyophilic and superlyophobic qualities offers a creative method for effectively separating water and oil. This contributes to the goals of clean water, industry, innovation, and life below the water. It also correlates with SDGs 6, 9, and 14. Singh et al. 48 also explored the 'green' synthesis of metals and their oxide nanoparticles for environmental remediation, which furthers SDG 9. This review demonstrates the environmentally benign and sustainable features of green synthesis and its potential to lessen the environmental impact of conventional synthesis methods.

Cluster 2 provides nature-inspired solutions for clean water, renewable energy, and sustainable infrastructure, demonstrating the scope and importance of biomimicry. The varied applications discussed in these papers help overcome difficult problems and advance sustainable development in line with several SDGs.

RQ2: Emerging research topics

Temporal evolution of emerging topics.

Figure  2 displays the publication counts for various emerging topics from 2013 to 2022, indicating growth trends over the years. For 'Metaheuristics', there is a notable increase in publications peaking in approximately 2020, suggesting a surge in interest. 'Strain sensor' research steadily increased, reaching its highest publication frequency toward the end of the period, which is indicative of growing relevance in the field. 'Bioprinting' sharply increased over the next decade, subsequently maintaining high interest, which highlights its sustained innovation. In contrast, 'Actuators' showed fluctuating publication counts, with a recent upward trend. 'Cancer' research, while historically a major topic, displayed a spike in publications in approximately 2018, possibly reflecting a breakthrough or increased research funding. 'Myeloperoxidase' has a smaller presence in the literature, with a modest peak in 2019. The number of 'Water '-related publications remains relatively low but shows a slight increase, suggesting a gradual but increasing recognition of its importance. Research on exosomes has significantly advanced, particularly since 2018, signifying a greater area of focus. 'Mechanical' topic publications have moderate fluctuations without a clear trend, indicating steady research interest. 'Micromotors' experienced an initial publication surge, followed by a decline and then a recent resurgence, possibly due to new technological applications. 'Nanogenerators' have shown a dramatic increase in interest, particularly in recent years, while 'Hydrogel' publications have varied, with a recent decline, which may point toward a shift in research focus or maturity of the topic.

Evolution of emerging topics according to publications (y-axis denotes the number of publications; x-axis denotes the year of publication).

Figure  3 presents the distribution of various research topics based on their prominence percentile and total number of publications. Topics above the 99.9th percentile and to the right of the vertical threshold line represent the most emergent and prolific topics of study. Next, we examine the topics within each of the four quadrants, focusing on how each topic has developed over the years in relation to SDGs and the key phrases associated with each topic.

Distribution of research topics based on prominence percentile and total number of publications.

Next, we examine each research topic in four quadrants, assessing their evolution concerning SDGs. We also analyze the keyphrase cloud to identify which keyphrases are most relevant (indicated by their font size) and whether they are growing or not. In the key phrase cloud, green indicates an increasing relevance of the key phrase, grey signifies that its relevance remains constant, and blue represents a declining relevance of the key phrase.

Niche biomimetic applications

These are topics with a lower number of publications and prominence percentiles, indicating specialized or emerging areas of research that are not yet widely recognized or pursued (Quadrant 1—bottom left).

Myeloperoxidase; colorimetric; chromogenic compounds

The inclusion of myeloperoxidase indicates that inflammation and the immune system are the main research topics. The focus on chromogenic and colorimetric molecules suggests a relationship to analytical techniques for identifying biological materials. The evolution of the research is depicted in Fig.  4 a shows an evolving emphasis on various sustainable development goals (SDGs) over time. The research trajectory, initially rooted in SDG 3 (Good Health and Well-being), has progressively branched out to encompass SDG 7 (Affordable and Clean Energy) and SDG 6 (Clean Water and Sanitation), reflecting an expanding scope of inquiry within the forestry sciences. More recently, the focus has transitioned toward SDG 15 (Life on Land), indicating an increased recognition of the interconnectedness between forest ecosystems and broader environmental and sustainability goals. This trend underscores the growing complexity and multidisciplinary nature of forestry research, highlighting the need to address comprehensive ecological concerns along with human well-being and sustainable development.

Evolution of research ( a ) and key phrases ( b ).

The word cloud in Fig.  4 b highlights key phrases such as 'Biocompatible', 'Actuator', and 'Self-healing Hydrogel', reflecting a focus on advanced materials, while terms such as 'Elastic Modulus' and 'Polymeric Networks' suggest an emphasis on the structural properties essential for creating innovative diagnostic and environmental sensing tools. Such developments are pertinent to health monitoring and water purification, resonating with SDG 3 (Good Health and Well-being) and SDG 6 (Clean Water and Sanitation). The prominence of 'Self-healing' and 'Bioinspired' indicates a shift toward materials that emulate natural processes for durability and longevity, supporting sustainable industry practices aligned with SDG 9 (Industry, Innovation, and Infrastructure) and SDG 12 (Responsible Consumption and Production), contributing to the overarching aim of sustainable development.

Next, we analyzed the top 3 cited publications. Catalytically active nanomaterials, or nanozymes, are exciting candidates for artificial enzymes, according to Lin et al. 41 . The authors explore the structural features and biomimetics applications of these enzymes, classifying them as metal-, carbon-, and metal oxide-based nanomaterials. This study emphasizes the benefits of enzymes over natural enzymes, including their high stability, variable catalytic activity, and controlled production. Wang et al. 49 developed biomimetic nanoflowers made from nanozymes to cause intracellular oxidative damage in hypoxic malignancies. Under both normoxic and hypoxic conditions, the nanoflowers demonstrated catalytic efficiency. By overcoming the constraints of existing systems that depend on oxygen availability or external stimuli, this novel technique represents a viable treatment option for malignant neoplasms. Gao et al. 50 investigated the use of a dual inorganic nanozyme-catalyzed cascade reaction as a biomimetic approach for nanocatalytic tumor therapy. This approach produces a high level of therapeutic efficacy by cascading catalytic events inside the tumor microenvironment. This study highlights the potential of inorganic nanozymes for achieving high therapeutic efficacy and outstanding biosafety, which adds to the growing interest in nanocatalytic tumor therapy.

Water; hydrophobicity; aerogels

With an emphasis on hydrophobicity, aerogel use, and water-related features, this topic relates to materials science and indicates interest in cutting-edge materials with unique qualities. From Fig.  5 a, we can see that, initially, the focus was directed toward SDG 6 (Clean Water and Sanitation), which is intrinsically related to the research theme, as biomimetic approaches are leveraged to develop innovative water purification and management solutions. As the research progressed, the scope expanded to intersect with SDG 14 (Life Below Water) and SDG 7 (Affordable and Clean Energy), signifying a broadened impact of biomimetic innovations in marine ecosystem conservation and energy-efficient materials. The gradual involvement with SDG 9 (industry, innovation, and infrastructure) and SDG 13 (climate action) indicates the interdisciplinary reach of this research, which aims to influence industrial practices and climate change mitigation strategies.

The word cloud in Fig.  5 b reinforces this narrative by showcasing key phrases such as 'Hydrophobic', 'Bioinspired', 'Emulsion', and 'Oil Pollution', which reflect the emphasis on developing materials and technologies that mimic natural water repellency and separation processes. 'Aerogel' and 'polydopamine', along with 'Underwater' and 'Biomimetic Cleaning', suggest a strong focus on creating lightweight, efficient materials capable of self-cleaning and oil spill remediation. These keywords encapsulate the essence of the research theme, demonstrating a clear alignment with the targeted SDGs and the overall aim of sustainable development through biomimicry.

Three highly referenced works that have made substantial contributions to the field of biomimetic materials for oil/water separation are included in the table. The development of superlyophilic and superlyophobic materials for effective oil/water separation was examined by Wang et al. 47 . This review highlights the applications of these materials in separating different oil-and-water combinations by classifying them according to their surface wettability qualities. The excellent efficiency, selectivity, and recyclability of the materials—which present a viable treatment option for industrial oily wastewater and oil spills—are highlighted in the paper. Su et al. 51 explored the evolution of super wettability systems. The studies included superhydrophobicity, superoleophobicity, and undersea counterparts, among other extreme wettabilities. The kinetics, material structures, and wetting conditions related to obtaining superwettability are covered in the article. This demonstrates the wide range of uses for these materials in chemistry and materials science, including self-cleaning fabrics and systems for separating oil and water. Zhang et al. 52 presented a bioinspired multifunctional foam with self-cleaning and oil/water separation capabilities. To construct a polyurethane foam with superhydrophobicity and superoleophobicity, this study used porous biomaterials and superhydrophobic self-cleaning lotus leaves. Foam works well for separating oil from water because of its slight weight and ability to float on water. It also shows exceptional resistance to corrosive liquids. According to the article, multifunctional foams for large-scale oil spill cleaning might be designed using a low-cost fabrication technology that could be widely adopted.

Growing interest in bioinspired healthcare

These topics have a higher prominence percentile but a lower number of publications, suggesting growing interest and importance in the field despite a smaller body of research (Quadrant 2—top left).

Exosomes; extracellular vesicles; MicroRNAs

Exosomes and extracellular vesicles are essential for intercellular communication, and reference to microRNAs implies a focus on genetic regulation. The evolution of this topic reflects an increasing alignment with specific sustainable development goals (SDGs) over the years. The initial research focused on SDG 3 (good health and well-being) has expanded to encompass SDG 9 (industry, innovation, and infrastructure) and SDG 6 (clean water and sanitation), showcasing the multifaceted impact of biomimetic research in healthcare (Fig.  6 a). The research trajectory into SDG 9 and SDG 6 suggests broader application of bioinspired technologies beyond healthcare, potentially influencing sustainable industrial processes and water treatment technologies, respectively.

The word cloud (Fig.  6 b) underscores the central role of 'Extracellular Vesicles' and 'Exosomes' as platforms for 'Targeted Drug Delivery' and 'Nanocarrier' systems, which are key innovations in medical biotechnology. The prominence of terms such as 'Bioinspired', 'Biomimetic', 'Liposome', and 'Gold Nanoparticle' illustrates the inspiration drawn from biological systems for developing advanced materials and delivery mechanisms. These key phrases indicate significant advancements in 'Controlled Drug Delivery Systems', 'Cancer Chemotherapy', and 'Molecular Imaging', which have contributed to improved diagnostics and treatment options, consistent with the objectives of SDG 3.

The work by Jang et al. 53 , which introduced bioinspired exosome-mimetic nanovesicles for improved drug delivery to tumor tissues, is one of the most cited articles. These nanovesicles, which resemble exosomes but have higher creation yields, target cells and slow the growth of tumors in a promising way. Yong et al.'s 54 work presented an effective drug carrier for targeted cancer chemotherapy, focusing on biocompatible tumor cell-exocytosed exosome-biomimetic porous silicon nanoparticles. A paper by Cheng et al. 55 discussed the difficulties in delivering proteins intracellularly. This study suggested a biomimetic nanoparticle platform that uses extracellular vesicle membranes and metal–organic frameworks. These highly cited studies highlight the importance of biomimetic techniques in improving drug delivery systems for improved therapeutic interventions.

Nanogenerators; piezoelectric; energy harvesting

This topic advises concentrating on technology for energy harvesting, especially for those that use piezoelectric materials and nanogenerators. We see a rising focus on medical applications of biomimetics, from diagnostics to energy harvesting mimicking biological systems.

The evolution of this research topic reflects a broader contribution to the SDGs by not only addressing healthcare needs but also by promoting sustainable energy practices and supporting resilient infrastructure through biomimetic innovation (Fig.  7 a). Initially, the emphasis on SDG 3 (Good Health and Well-being) suggested the early application of biomimetic principles in healthcare, particularly in medical devices and diagnostics leveraging piezoelectric effects. Over time, the transition toward SDG 7 (Affordable and Clean Energy) and SDG 9 (Industry, Innovation, and Infrastructure) indicates an expansion of bioinspired technologies into sustainable energy solutions and industrial applications. Nanogenerators and energy harvesting techniques draw inspiration from biological processes and structures, aiming to optimize energy efficiency and contribute to clean energy initiatives.

The word cloud in Fig.  7 b emphasizes key phrases such as 'Piezoelectric', 'Energy Harvesting', 'Tactile Sensor', 'Triboelectricity', and 'Nanogenerators', highlighting the core technologies that are being developed. These terms, along with 'Bioinspired', 'Wearable Electronic Devices', and 'Energy Conversion Efficiency', illustrate the convergence of natural principles with advanced material science to create innovative solutions for energy generation and sensor technology.

Yang et al.'s 56 study in Advanced Materials presented the first triboelectrification-based bionic membrane sensor. Wearable medical monitoring and biometric authentication systems will find new uses for this sensor since it allows self-powered physiological and behavioral measurements, such as noninvasive human health evaluation, anti-interference throat voice recording, and multimodal biometric authentication. A thorough analysis of the state-of-the-art in piezoelectric energy harvesting was presented by Sezer and Koç 57 . This article addresses the fundamentals, components, and uses of piezoelectric generators, highlighting their development, drawbacks, and prospects. It also predicts a time when piezoelectric technology will power many electronics. The 2021 paper by Zhao et al. 58 examines the use of cellulose-based materials in flexible electronics. This section describes the benefits of these materials and the latest developments in intelligent electronic device creation, including biomimetic electronic skins, optoelectronics, sensors, and optoelectronic devices. This review sheds light on the possible drawbacks and opportunities for wearable technology and bioelectronic systems based on cellulose.

Leading edge of biomimetic sensing and electronics

This quadrant represents topics with both a high number of publications and a prominence percentile, indicating well-established and influential research areas (Quadrant 3—top right).

Strain sensor; flexible electronics; sensor

Figure  8 a highlights the progress of research on bioinspired innovations, particularly in the development of strain sensors and flexible electronics for adaptive sensing technologies. Initially, concentrated on health applications aligned with SDG 3 (Good Health and Well-being), the focus has expanded. The integration of SDG 9 (Industry, Innovation, and Infrastructure) indicates a shift toward industrial applications, while the incorporation of SDG 7 (Affordable and Clean Energy) suggests a commitment to energy-efficient solutions. Additionally, the mention of SDG 11 (Sustainable Cities and Communities) and SDG 12 (Responsible Consumption and Production) reflects the broadening scope to include urban sustainability and eco-friendly manufacturing practices.

Figure  8 b provides insight into the key phrases associated with this research topic, highlighting terms such as 'Bioinspired', 'Self-healing', 'Wearable Electronic Devices', 'Flexible Electronics', and 'Pressure Sensor'. These key phrases speak to the innovative approaches for creating sensors and electronics that are not only inspired by biological systems but also capable of seamlessly integrating human activity and environmental needs. The mention of 'Wearable Sensors' and 'Tactile Sensor' indicates a focus on user interaction and sensitivity, which is crucial for medical applications and smart infrastructure.

The top three articles with the most citations represent the cutting edge of this topic’s study. Chortos et al. 59 investigated how skin characteristics can be replicated for medicinal and prosthetic uses. Kim et al. 60 focused on creating ultrathin silicon nanoribbon sensors for smart prosthetic skin, opening up new possibilities for bionic systems with many sensors. A bioinspired microhairy sensor for ultraconformability on nonflat surfaces was introduced in Pang et al.'s 61 article, which significantly improved signal-to-noise ratios for accurate physiological measurements.

Cancer; photoacoustics; theranostic nanomedicine

Modern technologies such as photoacoustics, theranostic nanomedicine, and cancer research suggest that novel cancer diagnosis and therapy methods are highly needed. Figure  9 a traces the research focus that has evolved across various SDGs over time, commencing with SDG 3 (Good Health and Well-being), which is indicative of the central role of health in biomimetic research. It then extends into SDG 9 (Industry, Innovation, and Infrastructure) and SDG 7 (Affordable and Clean Energy), illustrating the cross-disciplinary applications of biomimetic technologies from healthcare to the energy and industrial sectors.

Figure  9 b provides a snapshot of the prominent keywords within this research theme, featuring terms such as “photodynamic therapy”, “photothermal chemotherapy”, “nanocarrier”, and “controlled drug delivery”. These terms underscore the innovative therapeutic strategies that mimic biological mechanisms for targeted cancer treatment. 'Bioinspired' and 'Biomimetic Synthesis' reflect the approach of deriving design principles from natural systems for the development of advanced materials and medical devices. 'Theranostic nanomedicine' integrates diagnosis and therapy, demonstrating a trend toward personalized and precision medicine.

A study conducted by Yu et al. 62 presented a novel approach for synergistic chemiexcited photodynamic-starvation therapy against metastatic tumors: a biomimetic nanoreactor, or bio-NR. Bio-NRs use hollow mesoporous silica nanoparticles to catalyze the conversion of glucose to hydrogen peroxide for starvation therapy while also producing singlet oxygen for photodynamic therapy. Bio-NR is promising for treating cancer metastasis because its coating on cancer cells improves its biological qualities. Yang et al.'s 63 study focused on a biocompatible Gd-integrated CuS nanotheranostic agent created via a biomimetic approach. This drug has low systemic side effects and good photothermal conversion efficiency, making it suitable for skin cancer therapy. It also performs well in imaging. The ultrasmall copper sulfide nanoparticles generated within ferritin nanocages are described in Wang et al.’s 64 publication. This work highlights the possibility of photoacoustic imaging-guided photothermal therapy with improved therapeutic efficiency and biocompatibility. These highly referenced articles highlight the significance of biomimetic techniques in furthering nanotheranostics and cancer therapy.

Established biomimetic foundations

Here, there are topics with a greater number of publications but a lower prominence percentile, which may imply areas where there has been significant research but that may be waning in influence or undergoing a shift in focus (Quadrant 4—bottom right).

Metaheuristics; Fireflies; Chiroptera

This topic is a fascinating mix of subjects. Using Firefly and Chiroptera in metaheuristic optimization algorithms provides a bioinspired method for resolving challenging issues. The thematic progression of research papers suggests the maturation of biomimetic disciplines that resonate with several SDGs (Fig.  10 a). The shift from initially aligning with SDG 3 (Good Health and Well-being) extends to intersecting with goals such as SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 15 (Life on Land). This diversification reflects the expansive utility of biomimetic approaches, from health applications to broader environmental and societal challenges.

The top keyphrases, such as 'Swarm Intelligence', 'Global Optimization', 'Cuckoo Search Algorithm', and 'Particle Swarm Optimization', are shown in Fig.  10 b highlights the utilization of nature-inspired algorithms for solving complex optimization problems. These terms, along with the 'Firefly Algorithm' and 'Bat Algorithm', underscore the transition of natural phenomena into computational algorithms that mimic the behavioral patterns of biological organisms, offering robust solutions in various fields, including resource management, logistics, and engineering design.

The three highly referenced metaheuristic publications centered around the “Moth Flame Optimization (MFO),” Salp Swarm Algorithm (SSA),” and Whale Optimization Algorithm (WOA).” The WOA, authored by Mirjalili and Lewis 65 , is a competitive solution for mathematical optimization and structural design issues because it emulates the social behavior of humpback whales. Inspired by the swarming behavior of salps, Mirjalili et al. 66 introduced the SSA and multiobjective SSA. This shows how well they function in optimizing a variety of engineering design difficulties. Finally, Mirjalili 67 suggested the MFO algorithm, which is modeled after the navigational strategy of moths and exhibits competitive performance in resolving benchmark and real-world engineering issues.

Bioprinting; three-dimensional printing; tissue engineering

The emphasis on sophisticated manufacturing methods for biological applications in this field suggests a keen interest in the nexus of biology and technology, especially in tissue engineering. As shown in Fig.  11 a, the topic's evolution encompasses Sustainable Development Goals (SDGs) that have transitioned over the years, including SDG 3 (Good Health and Well-being), which is inherently connected to the advancement of medical technologies and tissue engineering for health applications. This research also touches upon SDG 6 (Clean Water and Sanitation) and SDG 7 (Affordable and Clean Energy), suggesting applications of bioprinting technologies in the environmental sustainability and energy sectors. The progression toward SDG 9 (Industry, Innovation, and Infrastructure) and SDG 15 (Life on Land) reflects a broader impact, where biomimetic principles are applied to foster innovation in industrial processes and contribute to the preservation of terrestrial ecosystems.

Key phrases emerging from the word cloud in Fig.  11 b, such as “Hydrogel”, “Biofabrication”, “Tissue Scaffold”, and “Regenerative Medicine”, highlight the specialized methodologies and materials that are inspired by natural processes and structures. Terms such as 'Three-Dimensional Printing' and 'Bioprinting' underscore the technological advancements in creating complex biological structures, aiming to revolutionize the field of tissue engineering and regenerative medicine.

Three widely referenced papers about advances in 3D printing—particularly in bioprinting, soft matter, and the incorporation of biological tissue with functional electronics—are described next. Truby and Lewis’s 68 review of light- and ink-based 3D printing techniques is ground-breaking. This highlights the technology's capacity to create soft matter with tunable properties and its potential applications in robotics, shape-morphing systems, biologically inspired composites, and soft sensors. Ozbolat, and Hospodiuk 69 provide a thorough analysis of “extrusion-based bioprinting (EBB).” The adaptability of EBB in printing different biologics is discussed in the paper, with a focus on its uses in pharmaceutics, primary research, and clinical contexts. Future directions and challenges in EBB technology are also discussed. Using 3D printing, Mannoor et al. 70 presented a novel method for fusing organic tissue with functioning electronics. In the proof-of-concept, a hydrogel matrix seeded with cells and an interwoven conductive polymer containing silver nanoparticles are 3D printed to create a bionic ear. The improved auditory sensing capabilities of the printed ear show how this novel technology allows biological and nanoelectronic features to work together harmoniously.

RQ3: Translation and commercialization

Biomimicry offers promising solutions for sustainability in commercial industries with environmentally sustainable product innovation and energy savings with reduced resource commitment 71 . However, translating biomimicry innovations from research to commercialization presents challenges, including product validation, regulatory hurdles, and the need for strategic investment, innovative financial models, and interdisciplinary collaboration 71 , 72 , 73 , 74 . Ethical considerations highlight the need for universally applicable ethical guidelines regarding the moral debates surrounding biomimicry, such as motivations for pursuing such approaches and the valuation of nature 75 .

Addressing these barriers requires interdisciplinary collaboration, targeted education, and training programs. Strategic investment in biomimicry research and development is also crucial. Encouraging an engineering mindset that integrates biomimicry principles into conventional practices and developing commercial acumen among researchers is essential for navigating the market landscape 76 . Securing sufficient funding is essential for the development, testing, and scaling of these innovations 76 .

Successful case studies illustrate that the strategic integration of biomimicry enhances corporate sustainability and innovation (Larson & Meier 2017). In biomedical research, biomimetic approaches such as novel scaffolds and artificial skins have made significant strides (Zhang 2012). Architecture benefits through energy-efficient building facades modeled after natural cooling systems (Webb et al. 2017). The textile industry uses biomimicry to create sustainable, high-performance fabrics 77 .

RQ4: Interdisciplinary collaboration

Agricultural innovations (sdgs 1—no poverty and 2—zero hunger).

Environmental degradation, biodiversity loss, poverty, and hunger highlight the need for sustainable agricultural methods to mimic natural ecosystems. This includes computational models for ecological interactions, field experiments for biomimetic techniques, and novel materials inspired by natural soil processes. Research can develop solutions such as artificial photosynthesis for energy capture, polyculture systems mimicking ecosystem diversity, and bioinspired materials for soil regeneration and water retention 28 . These innovations can improve sustainability and energy efficiency in agriculture, addressing poverty and hunger through sustainable farming practices.

Educational models (SDG 4—Quality education)

Integrating sustainability principles and biomimicry into educational curricula at all levels presents opportunities for innovation. Collaborations between educators, environmental scientists, and designers can create immersive learning experiences that promote sustainability. This includes interdisciplinary curricula with biomimicry case studies, digital tools, and simulations for exploring biomimetic designs, and participatory learning approaches for engaging students with natural environments. Designing biomimicry-based educational tools and programs can help students engage in hands-on, project-based learning 10 , fostering a deeper understanding of sustainable living and problem-solving.

Gender-inclusive design (SDG 5—Gender inequality)

Gender biases in design and innovation call for research into biomimetic designs and technologies that facilitate gender equality. This includes participatory design processes involving women as cocreators, studying natural systems for inclusive strategies, and applying biomimetic principles to develop technologies supporting gender equality. Bioinspired technologies can address women's specific needs, enhancing access to education, healthcare, and economic opportunities. Interdisciplinary approaches involving gender studies, engineering, and environmental science can uncover new pathways for inclusive innovation.

Inclusive urban solutions (SDG 11—Sustainable cities and communities)

Rapid urbanization challenges such as housing shortages, environmental degradation, and unsustainable transportation systems require innovative solutions. Methodologies include systems thinking in urban planning, simulation tools for modeling biomimetic solutions, and pilot projects testing bioinspired urban innovations. Research on biomimetic architecture for affordable housing, green infrastructure for climate resilience, and bioinspired transportation systems can offer solutions. Collaborative efforts among architects, urban planners, ecologists, and sociologists are essential 78 .

Peace and justice (SDG 16—Peace, justice and institutions)

Social conflicts and weak institutions necessitate innovative approaches that integrate political science, sociology, and biology. Methods involve case studies, theoretical modeling, and participatory action research to develop strategies for peacebuilding and institutional development.

This research provides a comprehensive exploration of the multifaceted dimensions of biomimicry, SDG alignment, and interdisciplinary topics, demonstrating a clear trajectory of growth and relevance. Interdisciplinary collaboration has emerged as a pivotal strategy for unlocking the full potential of biomimicry in addressing underexplored SDGs.

While answering RQ1, the interdisciplinary analysis underscores the significant alignment of biomimicry research with several SDGs. This reflects the interdisciplinary nature of biomimicry and its ability to generate solutions for societal challenges. The analysis of two thematic clusters revealed the broad applicability of biomimicry across various sustainable development goals (SDGs). The first cluster includes health, partnership, and life on land (SDGs 3, 17, and 15), highlighting biomimicry's potential in medical technologies, sustainability collaborations, and land management. The second cluster encompasses clean water, energy, infrastructure, and marine life (SDGs 6, 7, 9, and 14), demonstrating innovative approaches to clean energy generation, sustainable infrastructure, and water purification.

In response to RQ2, this study highlights emerging topics within biomimicry research, such as metaheuristics and nanogenerators, which reflect a dynamic and evolving field that is swiftly gaining attention. These topics, alongside sensors, flexible electronics, and strain sensors, denote evolving research objectives and societal demands, pointing to new areas of study and innovation. This focus on interdisciplinary topics within biomimicry underscores the field’s adaptability and responsiveness to the shifting landscapes of technological and societal challenges.

In addressing RQ3, biomimicry holds potential for sustainable innovation but faces challenges in commercialization. Biomimicry inspires diverse technological and product innovations, driving sustainable advancements (Lurie-Luke 84 ). Overcoming these barriers through strategic investment, training, interdisciplinary collaboration, and ethical guidelines is essential for unlocking their full potential.

For RQ4 , the recommendations are formulated based on underexplored SDGs like 1, 4, 5, and 10 where biomimicry could play a pivotal role.

Future research could apply generative AI models to this dataset to validate the findings and explore additional insights. While our current study did not explore this topic, we see significant potential for this approach. Generative AI models can process extensive datasets and reveal patterns, potentially offering insights into biomimetic research correlations. The interpretation required for context-specific analysis remains challenging for generative AI 36 , 37

Our study provides valuable insights, but some limitations are worth considering. The chosen database might limit the comprehensiveness of the research captured, potentially excluding relevant work from other sources. Additionally, while the combination of cocitation mapping and BERTopic modeling provides a powerful analysis, both methods have inherent limitations. They may oversimplify the complexities of the field or introduce bias during theme interpretation, even with advanced techniques. Furthermore, our use of citations to thematically clustered publications as a proxy for impact inherits the limitations of citation analysis, such as biases toward established ideas and potential misinterpretations 79 , 80 . Another limitation of our study is the potential for missing accurate SDG mappings, as multiple SDG mapping initiatives are available, and our reliance on a single, Scopus-integrated method may not capture all relevant associations. Consequently, this could have resulted in the exclusion of papers that were appropriately aligned with certain SDGs but were not identified by our chosen mapping approach. Given these limitations, this study provides a valuable snapshot for understanding biomimicry research.

Data availability

All data generated or analyzed during this study are included in this published article and its supplementary information files.

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Raman, R., Sreenivasan, A., Suresh, M. et al. Mapping biomimicry research to sustainable development goals. Sci Rep 14 , 18613 (2024). https://doi.org/10.1038/s41598-024-69230-9

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REVIEW article

Crafting personalized learning paths with ai for lifelong learning: a systematic literature review.

• 1 Business School, Tecnologico de Monterrey, Faculty of Informatics, Autonomous University of Querétaro, Monterrey, Mexico
• 2 EGADE Business School, Institute for the Future of Education, Tecnologico de Monterrey, Monterrey, Mexico
• 3 Faculty of Informatics, Autonomous University of Querétaro, Juriquilla, Mexico

The rapid evolution of knowledge requires constantly acquiring and updating skills, making lifelong learning crucial. Despite decades of artificial intelligence, recent advances promote new solutions to personalize learning in this context. The purpose of this article is to explore the current state of research on the development of artificial intelligence-mediated solutions for the design of personalized learning paths. To achieve this, a systematic literature review (SRL) of 78 articles published between 2019 and 2024 from the Scopus and Web or Science databases was conducted, answering seven questions grouped into three themes: characteristics of the published research, context of the research, and type of solution analyzed. This study identified that: (a) the greatest production of scientific research on the topic is developed in China, India and the United States, (b) the focus is mainly directed towards the educational context at the higher education level with areas of opportunity for application in the work context, and (c) the development of adaptive learning technologies predominates; however, there is a growing interest in the application of generative language models. This article contributes to the growing interest and literature related to personalized learning under artificial intelligence mediated solutions that will serve as a basis for academic institutions and organizations to design programs under this model.

Introduction

Today, lifelong learning has become an imperative to thrive in an ever-changing and evolving world. The quest for knowledge is no longer limited to traditional classrooms; instead, it has transformed into a personalized and adaptive journey that spans a lifetime. The individual’s life cycle can no longer be divided into a period of preparation followed by a period of action, but rather learning extends throughout all stages of life ( UNESCO, 2022 ). Promoting lifelong learning means creating systems that realize the right to education for people of all ages and provide opportunities to unleash their potential. Within the framework of the Sustainable Development Goals (SDGs) as guiding axes of the 2030 Agenda of the United Nations Educational Scientific and Cultural Organization (UNESCO), SDG 4 promotes ensuring inclusive quality education and promoting lifelong learning opportunities for people ( UNESCO, 2017 ). The Organization for Economic Cooperation and Development (OECD) proposes four fundamental characteristics for lifelong learning: a systematic vision that includes both formal and informal educational contexts, the centrality of the learner by placing him/her as the focus of learning, the motivation to learn by developing the ability to “learn to learn” through self-regulated and self-directed learning, and the focus on a multi-objective education where learning priorities and goals can be transformed throughout the individual’s life ( OECD, 2009 ), in addition to the above, the recognition of the evolution of the concept of a single job for life makes it imperative for workers’ organizations to direct their efforts towards the development of new skills and lifelong learning ( Organización Internacional del Trabajo, 2020 ). With a view to increasing the life expectancy and quality of life of individuals, the study and development of lifelong learning options is becoming increasingly relevant.

Despite the growing recognition of the importance of lifelong learning, there is a significant gap in understanding how to effectively personalize learning experiences to meet the diverse and evolving needs of individuals throughout their lives. Traditional educational methods often fall short in providing the flexibility and adaptability required for lifelong learning. This gap necessitates the exploration of innovative solutions to enhance the personalization of learning experiences.

In this context, artificial intelligence (AI) emerges as a powerful and transformative ally, enabling the creation of personalized and effective learning experiences capable of adapting to the priorities and needs of the individual at a specific point in his or her life. The integration of AI-assisted learning solutions are key to the modernization of education as they have the ability to create motivating and quality learning environments ( Zhang et al., 2023 ). Artificial intelligence chatbots, for example, can provide individualized instruction and feedback based on the needs and progress of each learner, revolutionizing the concept of personalized learning ( Osamor et al., 2023 ). With the advent of generative language models, AI has reached new heights of capability and versatility, sparking unprecedented interest in its application for the design of learning trajectories ( Ifelebuegu, 2023 ). Because of its ability to transform education by offering motivating and personalized experiences that are tailored to individual needs, AI is positioned as an ally for lifelong learning.

The application of AI in educational contexts is not only based on the development of learning objects or tools for their creation but encompasses a wide range of applications. For the personalization of AI-mediated learning, researchers can opt for solutions such as mobile learning, educational games, collaborative learning in social networks, MOOCs or the application of augmented reality, among many others ( Hamal et al., 2022 ; Del Campo et al., 2023 ), without leaving aside the conversion towards an assessment of learning focused on complex thinking skills, avoiding the implicit risk of bad practices in the use of AI by students that constitute a threat to the legitimacy of online assessment and academic integrity ( Ifelebuegu, 2023 ). It is necessary, then, to consider that the use of IA in the educational context involves risks and limitations, among which are the problems of privacy, misinformation, plagiarism, biases and cultural differences and the lack of human connection, as well as other ethical implications, especially the gaps that may arise between students with access to these new technologies and those students who will be left behind due to the impossibility of access to these new educational models ( Wang et al., 2023 ; Bulathwela et al., 2024 ). Finally, it is important to note that the adoption of AI is not in itself the answer to meet the educational challenges in higher education and its use must be accompanied by a correct pedagogical design ( O’dea and O’Dea, 2023 ; Osamor et al., 2023 ). The adoption of AI in the educational context implies enormous advantages, however it is necessary to adopt a careful approach that allows minimizing its risks and maximizing its benefits in the development of solutions for the personalization of learning under a sound pedagogical design as an indispensable complement to this process. This research uses systematic literature review (SLR) to identify design strategies for artificial intelligence solutions in learning personalization. It aims to provide a broad overview of the current state of AI in learning personalization, highlight key areas of research, and advance the use of AI to enhance personalized learning in lifelong learning by proposing recommendations based on the findings to advance the integration of AI in personalized lifelong learning environments. The results contribute to the advancement of AI in learning personalization, key to educational innovation.

Literature review

Lifelong learning.

The growing need for adults to acquire new skills and knowledge to advance their careers, address personal problems, or start and manage ventures has generated a growing interest in designing online education programs that are tailored to their specific needs and characteristics. In today’s evolving work environment, students entering the job market must demonstrate not only performance, but also collaboration, negotiation, planning, and organizational skills ( Partnership for 21st Century Learning, 2019 ). The labor market is experiencing a shift toward complex “hybrid” jobs with emerging roles. This transition reflects a movement from manufacturing to service-oriented industries, reducing the demand for mechanical-routine workers and emphasizing the need for autonomous, flexible, and creative individuals capable of problem solving ( Chiappe et al., 2020 ). The European Area of Lifelong Learning (2021) defines lifelong learning as any learning activity undertaken throughout life to improve knowledge, skills and competences with a personal, civic, social or occupational perspective. Adult education, especially in the context of lifelong learning, is a field that has become increasingly important in an ever-changing world. The idea that learning is a continuous process throughout life has become a fundamental principle.

Lifelong learning is crucial for the continued development and progress of individuals throughout their lives. Lifelong learning is important for several reasons. Firstly, it allows individuals to continuously acquire new knowledge and skills, enabling personal and professional growth throughout their lives ( Merriam et al., 2007 ). Secondly lifelong learning also promotes community well-being and contributes to social cohesion ( Merriam and Kee, 2014 ). Thirdly, it can enhance political stability and non-violence by fostering a culture of learning and knowledge acquisition ( Asongu and Nwachukwu, 2016 ). Fourthly lifelong learning is crucial for adapting to the changing demands of the labor market, as it helps individuals stay relevant and employable ( Schultheiss and Backes-Gellner, 2023 ), and lastly, it can also promote equality by providing opportunities for disadvantaged individuals to access education and improve their socio-economic status ( Hällsten, 2011 ). In summary, lifelong learning is crucial to adapt to the changing demands of the labor market, promote equality and improve individual and community well-being, a tool that can help enhance the acquisition of new skills and knowledge for adults in a flexible environment and that advances at great speed thanks to AI for its ability to generate flexible and adaptable environments for the learner.

Artificial intelligence

In the current era, characterized by rapid technological evolution and the growing need for continuous adaptation, artificial intelligence emerges as an invaluable resource that transforms and enriches the educational landscape, offering personalized and motivating solutions that enhance lifelong learning. AI plays a crucial role in adult and lifelong learning. Lifelong learning aims to emulate the capability of humans to continuously acquire knowledge and skills throughout their lives ( Chen and Liu, 2018 ). AI systems can support lifelong learning by providing personalized and adaptive learning experiences, allowing individuals to learn at their own pace and according to their specific needs ( Ally and Perris, 2022 ). AI can enhance learning efficiency and cognitive abilities, improving teaching and learning outcomes ( Huang et al., 2021 ). Additionally, AI can automate the construction of visual–linguistic knowledge, enabling continuous knowledge construction for lifelong learning ( Ha et al., 2015 ). The use of AI in education can transform learning into an ongoing, lifelong process ( Tang and Deng, 2022 ). AI supports ongoing initiatives to promote lifelong learning by providing tailored and adaptable experiences. Moreover, AI aids lifelong learning through automated assessment and progress tracking ( Sanabria-Z et al., 2023 ). Overall, AI has the potential to revolutionize adult and lifelong learning by providing personalized, adaptive, and continuous learning experiences.

Despite the growing importance of online adult education and the existence of effective design principles, relatively little attention has been paid to how to adapt these principles to adult learning, specifically those seeking to acquire new skills related to adapting to changing work environments. Massive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included ( Valenzuela et al., 2019 ). In this sense, Conget et al. (2021) point out that lifelong learning benefits both from feedback that elicits reflection on learning as well as the promotion of curiosity, motivation, perseverance and regulation of learning. Lifelong learning empowers individuals to have control over their own learning agenda and shape their own lives ( Eynon and Malmberg, 2021 ). As adult learners may differ significantly from younger learners, learning design based on andragogical principles and focused on the pragmatic and context-dependent needs of learners calls for consideration of incorporating frameworks on lifelong learning for learning design. Overall, lifelong learning is essential for personal development, societal progress, and economic prosperity.

Personalized learning

Personalized learning has become a key approach in contemporary education. In a world where universal approaches are no longer appropriate, personalized learning requires education to provide customized solutions to students according to their particular needs. This represents a significant shift from traditional teacher-centered models. However, the reality of education in schools, especially in developing countries, is far from being flexible, personalized, oriented to the development of soft skills, and based on the use of information and communication technologies ( Chiappe et al., 2020 ). The U.S. Office of Educational Technology defined personalized learning as “instruction tailored to the specific learning needs, preferences, and interests of diverse learners” ( Peters and Araya, 2011 ). In a personalized educational environment, learning objectives and content, as well as method and pace, may vary, so personalization encompasses differentiation and individualization. Personalization of learning can be based either on the cognitive characteristics or behavioral traits of learners but also on their learning style, level of knowledge or learning preferences ( Nguyen and Nguyen, 2023 ). Personalization of learning enables the improvement of both academic performance and the enhancement of student’s digital skills ( Yang and Wen, 2023 ). However, it is not without its challenges, mainly in terms of social skills development due to the lack of community learning environments, which can isolate students and prevent them from acquiring the skills needed in a work environment ( Pence, 2020 ). The personalization of learning represents an enormous advantage, not only in terms of improving the student’s academic performance and the development of digital skills, but also in terms of the needs of adult learning in work contexts with a focus on lifelong learning.

Notwithstanding the efforts made for the incorporation of personalization of learning in the educational system, it still presents challenges that need to be faced. It is necessary to expand the existing knowledge on the design of learning itineraries in terms of actors involved, personalization strategies, pattern language, structure and ways to evaluate the results of the implementation ( Buitrago et al., 2021 ). Personalized learning challenges include a lack of unified agreement on the components needed for a dynamic, personalized learning approach, which can provide unique and effective learning experiences. It should consider learner profiles, prior knowledge, adaptive learning paths, and flexible self-paced environments, with learning analytics generating dynamic environments ( Shemshack et al., 2021 ). Personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and used to adapt instruction in a systematic way ( Tetzlaff et al., 2021 ). A successful personalized learning system balances making the best recommendations based on current knowledge and exploring new learning trajectories that may pay off ( Tang et al., 2019 ). In summary, to delve into the design of learning pathways and overcome the challenges that the implementation of personalized learning represents, it is crucial to foster effective and adaptive educational experiences that cater to the diverse needs and preferences of learners.

In order to establish the basis for the exploration of artificial intelligence-mediated personalization of learning as a response to the growing need to establish a continuum of lifelong learning and professional development, a systematic literature review (SRL) was conducted. The SRL method allows identifying, analyzing and interpreting evidence related to the research objective in an unbiased and repeatable way ( García-Peñalvo, 2017 ) being a process that synthesizes research in a systematic, transparent and reproducible way in order to enrich knowledge and inform policy making and practice ( Tranfield et al., 2003 ). The process consisted of (1) the formulation of research questions, (2) the selection of databases and search terms or keywords for the preliminary mapping of articles published on the topic in question as part of the search process, (3) the selection of quality criteria for the inclusion and exclusion of articles to be reviewed, (4) the selection and extraction of data and, finally, (5) the synthesis of information that would allow answers to the research questions defined ( Kitchenham and Charters, 2007 ; Landa et al., 2011 ). The control of this process was carried out following the guidelines established by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement ( Page et al., 2021 ).

Research questions

The research questions were established in order to analyze published articles on artificial intelligence-mediated solutions for personalization of learning, published in the last five years. These seven research questions were designed to address three topics of interest:

1. Characteristics of the studies analyzed in the field of artificial intelligence and personalized learning.

2. Educational level and environment in which the research is carried out.

3. Solutions and technologies for AI-mediated personalization of learning.

The choice of research questions was based on the following criteria:

1. Relevance: the questions had to be relevant to the research topic, which is artificial intelligence applied to learning personalization.

2. Accuracy: The questions had to be precise and concise, to facilitate their understanding and response.

3. Feasibility: The questions had to be feasible to answer, taking into account the limitations of the research.

The research questions formulated are described in Table 1 .

Table 1 . Topics and research questions.

Search process

The search for articles was performed on February 26, 2024, in the Scopus and Web of Science (WoS) databases. The keywords chosen were: artificial intelligence and personalized learning, the search period: 2019 to 2024 and the document type: article, with the publication languages: English or Spanish, were the delimiters. The search strings are shown in Table 2 .

Table 2 . Search strings.

Inclusion and exclusion criteria

The Scopus and Web of Science (WoS) databases were used to search for articles. The search terms used were: Artificial intelligence, Personal learning, Personal training, and Learning path. For the elaboration of this review, the following categorization of criteria for the inclusion of information was carried out:

1. Thematic: Artificial intelligence and Personalized learning.

2. Spatial: It was decided not to establish a geographical restriction. Worldwide research is included only in English language.

3. Temporal: Papers published during the last five years are included, starting in 2019.

4. Type of document: Research articles.

5. As criteria for exclusion of information, it was established that documents lacking a theoretical or conceptual framework would be eliminated, as well as those that did not meet the previously established inclusion criteria.

Selection process and data extraction

The number of articles found in both databases (Scopus and WoS) was 139. Following quality criteria, four records corresponding to articles withdrawn from the publications were eliminated to proceed to a review of titles and abstracts in order to identify those articles that corresponded to the focus of interest of this publication in terms of type of document and relationship with the topic, leaving a total of 78 articles selected for the SRL, from which the following information was extracted: Title, Author, DOI, Abstract, Name of the publication, Number of citations and Country of the first author. This information was compiled in an Excel file available for consultation. Figure 1 shows the selection process of articles included in the SLR.

Figure 1 . PRISMA diagram.

Data extraction and synthesis

Before writing the narrative synthesis, the 78 selected publications were carefully read and summarized in the context of the research questions. Given the newness of the research in the field there was, to the authors’ knowledge, no definitive classification proposed for the type of artificial intelligence solutions used for learning personalization, so, to answer question RQ7 a classification of our own was created based on the classifications proposed by Hashim et al. (2022) and Bozkurt et al. (2021) which includes the categories: (1) Adaptive learning environments, (2) AI-aided LMS, (3) AI-Enabled Mobile Apps, (4) Content recommendation systems, (5) Generative language model, (6) Holistic integration, (7) Intelligent conversational agents and tutorials, (8) Learning analytics and personalized assessment, (9) Machine learning, (10) Smart classrooms/IoT, and (11) Virtual and augmented reality.

This section presents the results obtained from the meticulous and systematic analysis of the data collected. The articles under analysis are integrated in Supplementary Material , with an identification number, in order to identify them in some of the results.

RQ1. What is the geographical distribution of the authors of the articles analyzed?

In order to identify the regions of the world that are currently leading research on personalization of learning through artificial intelligence-assisted solutions, the geographical dispersion of the first authors of the articles reviewed was analyzed. Figure 2 shows that the highest concentration of authors is located in China outnumbering in a ratio of about 5:1 the next concentration located in the United States, followed by India and Germany. The areas with low scientific production on the subject are in Africa and Latin America.

Figure 2 . Geographical dispersion of authors.

The study of the geographic distribution of authors with interest in the subject allows us to identify the regions of the world where there is an area of opportunity for the development of research, especially if we consider that the personalization of learning requires adapting it to the characteristics of the student, which may be influenced by both culture and place of origin.

RQ2. In which journals have artificial intelligence and personalized learning items been published more, and what are the Q levels of the journals?

To understand which academic journals are leaders in the publication of articles related to artificial intelligence and personalized learning, we analyzed the total number of published articles as well as the year of publication and the quartile of classification of the journal. It was found that 37% of the published articles are grouped in 8 journals at the Q1 and Q2 levels: International Journal of Emerging Technologies in Learning (6), Applied Mathematics and Nonlinear Sciences (5), Sustainability (Switzerland)(4), IEEE Access (4). Education Sciences (4), Frontiers in Psychology (3), Frontiers in Education (3). The analysis by quality levels (Q levels) of the journals indicates that 73% of the articles reviewed were published in journals with Q1 and Q2 level ( Figure 3 ).

Figure 3 . Frequency of publication by Q level.

The identification of publications and their quality level allows authors to identify sources for the dissemination of their research results through clarity on the perceived quality of research on personalization of learning and artificial intelligence as well as informed decision making for the development of strategies to raise the overall standard of research on the topic.

RQ3. What keywords are most commonly used in the analyzed articles?

The identification and analysis of keyword co-occurrence in the 78 articles reviewed made it possible to detect and group the concepts that are related to the key terms of this research: personalized learning and artificial intelligence. Figure 4 allows identifying the relationship between the term “personalized learning” and the four groupings of words, indicated by color, among which can be grouped those referring to learning analytics as a way to evaluate learning effectiveness, deep learning algorithms, the different personalization solutions mediated by artificial intelligence among which “e-learning,” “machine learning” and “learning systems” stand out. It is worth noting the grouping corresponding to generative language models where ChatGPT occupies an important place despite the novelty of its appearance in practice.

Figure 4 . Keyword co-occurrence map.

The keyword co-occurrence analysis allows identifying predominant themes and areas of interest in the academic literature, as well as emerging trends and possible gaps in knowledge. The groupings in terms of artificial intelligence-mediated solutions for learning personalization reflect the main trends in educational practice and confirm the classification proposed for the development of this research.

RQ4. What are the trends in research methods observed in the articles?

The analysis of trends in research methods and design allows inferring the preferred methodological approaches for research on learning personalization and artificial intelligence. The classification of articles was done in terms of quantitative methods (experimental design, quasi-experimental, applied experimental), qualitative methods (case study, conceptual design, exploratory, descriptive, grounded theory, theoretical research) and mixed methods (bibliometric analysis, case study, experimental, and systematic literature review) ( Bauer, 2000 ; Valenzuela and Flores, 2013 ). The review of research methods and designs results in a concentration of more than 50% of the articles reviewed whose research was conducted under a quantitative research method in an experimental research design. It should be noted that among the articles with the highest number of citations are studies conducted under a qualitative approach: A-131 with 64 citations on business models for the application of learning analytics and artificial intelligence for the development of learning solutions ( Renz and Hilbig, 2020 ), A-138 with 47 citations that explores whether artificial intelligence-mediated solutions can be applied in an enterprise learning environment for talent development ( Maity, 2019 ) A-132 with a state-of-the-art review on personalization of learning and exposing gaps in creating and maintaining motivation for learning, a focus on diversity, and eliminating data-and algorithm-induced biases ( Maghsudi et al., 2021 ), and A-056 on the advantages of using ChatGPT in the educational context, with 29 citations each ( Sallam et al., 2023 ). The results of this review are detailed in Figure 5 .

Figure 5 . Research methods and design.

The study of research methods and designs applied to the topics of interest is useful to determine their state of maturity since a tendency towards experimental and exploratory approaches denotes novelty in the topic and the existence of important gaps and areas of opportunity and convergence for future research.

RQ5. At what educational levels is the personalization of learning mediated by artificial intelligence being developed?

RQ6. In what environments is the research and development of initiatives on personalization of learning mediated by artificial intelligence taking place?

RQ7. What kind of solutions or technologies are being prioritized in the development of AI-mediated personalization of learning?

In order to identify the educational contexts and the kind of solutions towards which the research on personalized learning and artificial intelligence is directed, the classification of articles was made under three headings: Educational (encompasses primary education, secondary education and higher education), Industry (refers to the application in the workplace and/or in organizations) and Informal Education (that available outside the scope of formal education), finding that more than 80% of the research is conducted in the educational context with a prevalence of 86% in higher education, while only 11.5% of the articles reviewed have a focus on learning within the work context and 6.5% in the context of informal education. Within this context, the study of artificial intelligence under a holistic approach stands out (44%) and only two of the articles reviewed, whose first authors are located on the Asian continent, focus on a specific solution. In A-050, the authors point out the imperative need to establish large-scale rapid retraining systems for the workforce, anticipating that smart and virtual workplaces will replace traditional offices, and thus an artificial intelligence-based framework for rapid retraining of job skills is presented ( Ashrafi et al., 2023 ). In A-113, the authors propose a Blended Learning model for the assignment of learning paths based on the evaluation of knowledge acquisition with a focus on higher education applied in work contexts for the development of lifelong learning ( Bekmanova et al., 2021 ). The results of this analysis are shown in Figure 6 .

Figure 6 . Trends and context of AI-measured solutions for learning personalization.

In the educational context, the study of solutions focused on Adaptive Learning (11) predominates, followed closely by Generative Language Models (9): A-002, A-005, A-010, A-015, A-023, A-045, A-056, A-057, A-093 and A-040.

The analysis of the educational levels in which the development of solutions for the personalization of learning is studied allows identifying areas of opportunity in the expansion towards contexts where the solutions for the personalization of learning are applicable in the format of continuing education or lifelong learning for the development of work competencies as well as the development of Adaptive Learning solutions taking into account the characteristics of the adult population as well as the use of Generative Language Models for the integration of training programs for adults.

After analyzing 78 articles published in the Scopus and Web of Science databases between 2019 and 2024, the main findings and recommendations for future research are presented.

The study of personalization of learning through mediated solutions is not yet widespread as research is concentrated in a small number of countries. Figure 2 shows the geographical concentration of authors on the topic finding that the largest production comes from China, followed by far by the United States and India. The above coincides with the findings of other research ( Nguyen and Nguyen, 2023 ) and allows highlighting the need not only for further research on the subject but also for its geographical dispersion, since the risks exposed by Bulathwela et al. (2024) and Wang et al. (2023) point out the lack of democratization in the personalization of learning due to the existence of gaps in access, which will disadvantage students in countries lagging behind in the application and implementation of these solutions. The dissemination of the relevance of the topic is important to motivate research throughout the world.

Regarding the relevance of research on the topic, it is clear that top-tier academic publications are aware of the importance of the application of AI in personalizing learning. Figure 3 allows us to observe a significant concentration of publications in Q1 and Q2level publications. The finding coincides with that reported by Del Campo et al. (2023) who report a remarkable increase in the scientific literature on the subject in the last decade, focusing on the use of disruptive technologies in education especially in high impact publications. It is expected that this importance will peer in the educational environment for a greater scientific production on the research topic.

Although the novelty regarding the incorporation of generative language models has put the focus on the advantages of their adaptation for the personalization of learning, their adoption is not the only way to achieve the acquisition of learning and the development of digital skills. Figure 4 , through the correlation of terms around personalized learning allows identifying the importance of the development of these in a learning platform environment. The result is consistent with that pointed out by Hamal et al. (2022) and Valenzuela et al. (2019) . The new technologies, in terms of personalization of learning mediated by AI through solutions such as mobile learning, educational games, collaborative learning in social networks, MOOCs or the application of augmented reality, as well as the evaluation and feedback on them ( Ifelebuegu, 2023 ). The variety of options in terms of learning personalization demands a holistic approach to evaluate the effectiveness of different solutions.

Much of the research around AI and its different applications is still novel. Figure 5 shows a significant concentration of research still in its experimental and theoretical design stage. In their research Chiappe et al. (2020) point out that, although these concepts are not new, personal learning paths, research-based teaching, open, flexible and digitally supported curricula and lifelong learning, awaken a renewed interest by educational researchers and new developments around this area of study. It is inferred that, as this line of research acquires greater maturity, there will be more research on the evaluation of the effectiveness of its applications.

Finally, the existence of a wide window of opportunity for the development of personalized learning applications in informal education environments and work contexts where the need for lifelong learning dynamics is imperative is highlighted. Figure 6 shows the development trends and context in which AI-mediated solutions for the personalization of learning are developed where an incipient development is observed in informal education and work contexts. The design of these solutions must obey a correct pedagogical design ( Pence, 2020 ) and be oriented to the needs of users at different educational levels as a means of preparation for accessing job opportunities ( Sanabria-Z et al., 2023 ). In a world of constant change and evolution, individuals require learning solutions tailored to their interests, goals and preferences that allow them to remain relevant in the workplace.

Research on personalization of learning and the use of AI in lifelong learning emerges as a vital field in the current era of constant change in response to the need to adapt by developing the practice of continuous and adaptive lifelong learning. In this sense, the integration of AI solutions in education offers transformative potential to create personalized and effective learning experiences that adapt to individual and contextual needs. From the application of AI chatbots to generative language models, AI offers a range of innovative tools that revolutionize the concept of personalized learning.

However, it is crucial to address the challenges and risks associated with the use of AI in education. The concentration of research development in a few countries can contribute to algorithmic bias and the digital divide, highlighting the need for a careful and ethical approach to the implementation of these technologies. Furthermore, it is critical to recognize that IA is not a one-size-fits-all solution to all educational challenges but must be complemented by sound pedagogical design and attention to the specific needs of learners in different educational contexts and levels.

This study highlights the importance of continuing to research and develop IL solutions for the personalization of learning, especially in areas such as informal education and the workplace. The identification of trends, areas of opportunity and ethical challenges provides a solid foundation for future research and educational practices. Ultimately, the goal is to promote equitable and democratized access to personalized learning opportunities, thus driving innovation and progress in education towards lifelong learning.

This study is not exhaustive as it only analyzed publications found in two databases, which have the widest coverage but are not the only ones where relevant research on the topic can be found. The research method used (SLR) and its findings provide a comprehensive overview of the existing literature and highlight key areas in the use of IL to enhance personalized learning in the context of lifelong learning. The results of this research contribute to the advancement of the use of IA to enhance personalization of learning as one of the pillars of lifelong learning for innovation in education. Future lines of research are proposed among which are the determination of the factors that influence the effectiveness of personalization of learning as well as the ethical implications of this development to ensure equity and non-discrimination in access to these solutions in order to promote the democratization of learning.

Author contributions

KB-C: Writing – original draft, Writing – review & editing. M-SR-M: Conceptualization, Data curation, Funding acquisition, Investigation, Methodology, Resources, Supervision, Validation, Visualization, Writing – review & editing. AM-A: Supervision, Writing – review & editing.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The authors would like to thank the financial support from Tecnologico de Monterrey through the “Challenge-Based Research Funding Program 2022.” Project ID # I003 – IFE001 – C2-T3 – T. Also, academic support from Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, México.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2024.1424386/full#supplementary-material

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Keywords: personalized learning paths, lifelong learning, artificial intelligence, educational innovation, higher education

Citation: Bayly-Castaneda K, Ramirez-Montoya M-S and Morita-Alexander A (2024) Crafting personalized learning paths with AI for lifelong learning: a systematic literature review. Front. Educ . 9:1424386. doi: 10.3389/feduc.2024.1424386

Received: 28 April 2024; Accepted: 30 July 2024; Published: 08 August 2024.

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Copyright © 2024 Bayly-Castaneda, Ramirez-Montoya and Morita-Alexander. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: K. Bayly-Castaneda, [email protected] ; M-S. Ramirez-Montoya, [email protected]

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