Toward a deeper understanding of students critical literacy: Antecedents and consequences

Abstract

This study provides a comprehensive synthesis of the antecedents and consequences of students’ critical literacy through a Systematic Literature Review (SLR). The growing complexity of information in the digital era has intensified the need for students to develop critical literacy skills, particularly in contexts where literacy levels remain relatively low, such as Indonesia and Malaysia. This study aims to identify key determinants and outcomes of critical literacy while examining research trends and geographical distribution over the past two decades. The review followed the PRISMA protocol and utilized the Scopus database as the primary data source due to its extensive coverage of high-quality peer-reviewed publications. A total of 35 empirical studies published between 2005 and 2025 were selected based on predefined inclusion and exclusion criteria. Thematic analysis with an inductive coding approach was employed to synthesize recurring patterns related to enabling factors and developmental outcomes. The findings reveal that reflective and dialogic pedagogy, student agency, sociocultural relevance, and multimodal learning approaches are the most influential antecedents of critical literacy. In terms of consequences, critical literacy is associated with the development of critical consciousness, student empowerment, democratic participation, higher-order thinking skills, and affective growth. However, the analysis also highlights significant methodological heterogeneity, with a predominance of qualitative studies, which may limit the generalizability of findings. This study contributes to the theoretical and practical understanding of critical literacy by integrating its determinants and outcomes within a unified framework. The findings provide actionable insights for educators and policymakers in designing curriculum and instructional strategies that foster critical engagement and student agency in contemporary educational contexts.