INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025

Exploring Teaching and Learning TRIZ in Secondary STEM

Education: A Systematic Review of Empirical Studies

¹Keong Chee Sheng*, ²Yogerisham Panir Silvam, ³Ooi Mee Leing, ⁴Melissa Lee Phooi Kuan

¹Division of Engineering and Science, Centre for Pre-University Studies

^2,4Department of Education, Faculty of Social Science and Humanities, Tunku Abdul Rahman

University of Management and Technology, Malaysia

³Department of Marketing, Faculty of Accountancy, Finance and Business, Tunku Abdul Rahman

University of Management and Technology, Malaysia

^*Corresponding Author

DOI: https://doi.org/10.47772/IJRISS.2025.91200069

Received: 10 December 2025; Accepted: 17 December 2025; Published: 31 December 2025

ABSTRACT

Theory of Inventive Problem Solving (TRIZ) is a powerful approach to fostering creativity, problem-solving,

and innovation in science, technology, engineering and mathematics (STEM) education. However, its

implementation in secondary STEM education remains underexplored. This study aims to systematically review

empirical studies on the teaching and learning of TRIZ in secondary STEM education. The review follows the

Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Articles were sourced from

Science Direct, Scopus, Springer, and ProQuest. The analysis identifies research trends, TRIZ tools and methods,

pedagogical approaches, instructional strategies and measurable learning outcomes. TRIZ is more popular in

Asia and Europe. The empirical studies are either mixed-method or quantitative. TRIZ is integrated into

secondary STEM education through either enrichment or infusion approaches. Training varied from weeks to a

year. Three TRIZ instructions methods and five TRIZ tools were identified, with contradiction analysis being

the most popular tool. Project based learning and hands-on problem-solving are the most mentioned pedagogical

methods and instructional strategies, respectively. TRIZ improved students’ knowledge, technical skills and

attitude.

Keywords: TRIZ, STEM education, secondary education, inventive problem solving, systematic review

INTRODUCTION

Theory of Inventive Problem Solving, widely known as TRIZ, has emerged as a powerful tool to foster creativity

and systematic problem-solving skills across educational disciplines (Reyes-Huerta, Mitre-Hernandez, &

Jaramillo-Avila, 2023) from kindergarten (Kizi, 2022; qizi Urinova, & Arzikulov, 2023), primary (Artikgul,

2024), lower secondary (Yachina, Gorev, & Nurgaliyeva, 2015), upper secondary (Chung, Dzan, & Lou, 2017)

to higher education (Belski, Baglin, & Harlim, 2013; Cano-Moreno, Arenas Reina, Sánchez Martínez, &

Cabanellas Becerra, 2022; Coello, Rodríguez, Banguera, & Baidal, 2024).

Initially developed by Genrich Altshuller to promote inventive solutions in engineering (Yeoh, Yeoh, & Song,

2009), TRIZ has since gained recognition in various educational contexts, including STEM education (Cavdar,

Yıldırım, Kaya, & Akkus, 2024; Lou, Chung, Dzan, Tseng, & Shih, 2013a). STEM is critical in equipping

students with the necessary skills to address real-world problems (Yeung, Yeung, Sun, & Looi, 2024). The

growing importance of STEM education highlights the need for methodologies that impart technical knowledge

and nurture creative and critical thinking (Ilma, Wilujeng, Widowati, Nurtanto, & Kholifah, 2023).

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025

Secondary education is a crucial period where students begin to shape their cognitive skills, making it an ideal

stage to introduce TRIZ methodologies (Zulhasni & Iqbal, 2020). Integrating TRIZ into STEM education,

particularly at the secondary level, offers unique opportunities for students to engage in creative, structured

problem-solving tasks, enhancing their ability to innovate, and approach challenges systematically through

practical, hands-on activities with real-world applications (Cavdar et al., 2024; Lou et al., 2013a).

Despite the growing interest in TRIZ, the adaptation of its principles and tools to secondary education remains

underexplored. This systematic review seeks to analyse the existing empirical studies on TRIZ within secondary

STEM education from 2010 to 2024, focusing on the types of studies conducted, the tools and methods applied,

pedagogical approaches, instructional strategies, and the learning outcomes achieved. By addressing these

aspects, this review seeks to provide insights into how TRIZ contributes to secondary STEM education and

informs future educational practices.

LITERATURE REVIEW

TRIZ was developed by Genrich Altshuller in 1946. After analysing 200,000 patents, he found that inventors

often faced challenges in solving inventive problems, especially contradictions where improving one feature

would compromise another (Gadd, 2011; Guin, Kudryavtsev, Boubentsov, & Seredinsky, 2009; Park, 2023).

For instance, a small cabinet has limited storage capacity, but increasing the storage capacity will increase the

weight. He compiles the recurring solutions into 40 inventive principles and offers a systematic framework to

generate these innovative solutions (Cameron, 2010; Gadd, 2011; Yeoh et al., 2009).

Since 1946, many tools have been added to TRIZ. By 2020, there were at least 25 TRIZ tools (Ng, Ng, Ang,

Wahab, & Mohamad, 2020). These tools are 9-Windows, ARIZ, inventive principles, benchmarking, cause and

effect chain analysis (CECA) , clone problem application, engineering contradiction, failure anticipation analysis,

feature transfer, flow analysis, function analysis, component analysis, function-oriented search, ideality/ideal

final result, inverse analysis, patent strategies, perception mapping, physical contradiction, process analysis,

process trimming, S-curve analysis, scientific effects, smart little people, substance-field analysis, super-effects

analysis, trends of engineering system evolution. Ng et al. (2020) defined TRIZ tool as something that is used to

perform an operation in the practice of a vocation or profession. On top of that, Reyes-Huerta et al. (2023)

uncovered several TRIZ-derived methods that provide streamlined guidelines to enhance the usability and

understanding of TRIZ. These include TRIZ-pedagogics (Lepeshev, Podlesnyi, Pogrebnaya, Kozlov, &

Sidorkina,,2013), simplified TRIZ (Rantanen, 2002), Systematic Inventive Thinking (Boyd, 2013), new

Engineering (Ge & Shi, 2019), TRIZ and design thinking (Da Silva, Kaminski, & Armellini, 2020).

TRIZ is known for its benefits in three areas namely knowledge, technical skills and teamwork. For knowledge

and capabilities, TRIZ provides a systematic framework for identifying, clarifying, and solving problems,

enhancing both the quality and quantity of solutions compared to traditional approaches (Ilevbare, Probert, &

Phaal, 2013; Keong, Yip, Swee, Toh, & Tai, 2017; Kowaltowski, Bianchi, & de Paiva, 2010; MalAllah,

Alshirawi, & Al-Jasim, 2022; Reyes-Huerta et al., 2023). It fosters innovation by enabling breakthrough

solutions and the development of new concepts while supporting future-focused planning through its ability to

anticipate technological evolution (Ilevbare et al., 2013). Moreover, TRIZ facilitates creative thinking strategies

to increase creativity in product design and the successful implementation of novel ideas (Chang, Chien, Yu,

Chu, & Chen, 2016; MalAllah et al., 2022). In terms of technical skills, TRIZ demonstrates the potential as an

effective instructional method for fostering creativity in education which improves creativity and teaching self-

efficacy in preservice teachers (Park, 2023). Finally, TRIZ enhances teamwork and collaboration by providing

a shared problem-solving language that fosters cooperative efforts and aids in the deconstruction of patents for

collective understanding (Ilevbare et al., 2013). Additionally, it boosts creative confidence and strengthens self-

efficacy, empowering individuals to tackle future and unfamiliar problems with increased assurance and

resilience (Harlim & Belski, 2015; Park, 2023; Sire, Haeffelé, & Dubois, 2015).

The above benefits have resulted in TRIZ gaining global adoption in various industries such as energy and

electrical, home appliances, mechanical engineering, automotive, electronics, civil engineering, information and

communication, healthcare, biomedicine, chemical, textiles, eco-design, human-computer interaction,

conceptual design, science, automated guided vehicle and production process (Chechurin, 2016; Chen,

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025

Kamarudin & Yan, 2021; Fiorineschi, Frillici & Rotini, 2018; Ghane, Ang, Cavallucci, Kadir, Ng & Sorooshian,

2022; Zulhasni & Iqbal, 2024; Shqipe Buzuku, 2017; Sojka & Lepšík, 2020; Spreafico & Russo, 2016)

STEM education is crucial for equipping students with 21st-century skills necessary for the modern workforce

(Thibaut, Ceuppens, De Loof, De Meester, Goovaerts, Struyf, Boeve-de Pauw, Dehaene, Deprez, & De Cock,

2018). It emphasizes analytical thinking, collaboration, and technological proficiency, which are essential in

today's job market. The structural approach of TRIZ and its ability to foster creativity and problem solving has

been identified as a valuable addition to STEM curricula (Alamian & Saedi, 2020; Alwana, 2020; Barak, 2013;

Cavdar et al., 2024; Haeffelé, Dubois, & Sire, 2015; Kalimullin & Utemov, 2017; Lou et al., 2013a; Saygı &

Şahin, 2023; Yıldırım & Yildirim, 2024; Zulhasni & Iqbal, 2020).

TRIZ can be taught by using either the enrichment or infusion approach. In the enrichment approach, TRIZ is

taught in parallel with the existing domain-specific subject (Belski et al., 2013; Berdonosov, 2013; Busov, 2010;

Yıldırım & Yildirim, 2024; Abdul Rahim Zulhasni & Iqbal, 2020). As for the infusion approach, TRIZ is infused

in the syllabus of the subject (Lepeshev et al., 2013; Pogrebnaya et al., 2013; Yıldırım & Yildirim, 2024;

Zulhasni & Iqbal, 2020). The duration of learning and teaching TRIZ varies from hours (Filmore, 2006), days

Song, Youn, Ryu, & Kim, 2014; Wits, Vaneker, & Souchkov, 2010), months (Han & Yoo, 2014; Hellberg &

Scheers, 2016; Lim, Khoo, & Tan, 2015) or years (Lu & Xue, 2017). Integrating TRIZ with STEM education

enhances students' interest, motivation, and learning outcomes (Suhirman & Prayogi, 2023). Examples like

designing a pneumatic propeller for ships (Lou et al., 2013a) highlight its positive impact on creativity and

performance. In Malaysia, TRIZ was introduced into the 2018 secondary school Design and Technology syllabus

for form two students, focusing on inventive problem-solving skills through tools like problem categorization,

functional analysis, cause-effect chain analysis, and inventive principles, fostering creativity and critical thinking

(Zulhasni & Iqbal, 2020).

Pedagogical approaches serve as overarching frameworks guiding the teaching and learning process (Yeung et

al., 2024). Specific instructional strategy, such as hands-on activities, collaborative group work, and career

exploration, is referred to the specific methods utilized within each approach to enhance their effectiveness

(Kennedy & Odell, 2014). Suhirman & Prayogi (2023) proposed five steps to establish an effective pedagogy in

STEM education. The first step is to create an innovative and engaging learning environment in the classroom

to encourage inquiry, experimentation, and critical thinking. The second step is utilizing authentic learning

methods and relevant learning resources to develop problem solving skills, metacognitive reasoning and

motivation among students (Suhirman & Prayogi, 2023). Authentic learning methods include problem-based

learning (PBL), project based learning (PjBL), and case-based learning (Suhirman & Prayogi, 2023). The

learning resources include multimedia and simulations and real-world applications (Suhirman & Prayogi, 2023).

Thirdly, teachers facilitate a collaborative learning environment when carry out STEM activities to mirror

professional teamwork and improving communication, problem-solving, and cognitive performance (Lange,

Costley, & Fanguy, 2021; Suhirman & Prayogi, 2023). Fourth, having an inclusive learning environment that

values diverse perspectives and experiences, will positively impacts students’ engagement and perceptions of

STEM (Suhirman & Prayogi, 2023). Finally, teachers should continue to reflect and evaluate their teaching

strategies to stay updated with the advancements in STEM education (Sahin & Top, 2015; Suhirman & Prayogi,

2023).

Currently, only Reyes-Huerta et al. (2023) have conducted a systematic literature review (SLR) on the teaching

and learning of TRIZ in education. Their review focuses on higher education, leaving secondary education

largely underexplored, particularly in the application of TRIZ within STEM education and with reference to

empirical studies. There is limited clarity regarding which TRIZ tools are most effective or suitable for secondary

students. Moreover, TRIZ can be overwhelming for the students, particularly when presented within condensed

learning sessions (Keong et al., 2017), not to mention the secondary students, who are in the process of

developing foundational skills. This has prompted recommendations to simplify TRIZ for beginners without

compromising its effectiveness (Ilevbare et al., 2013; Reyes-Huerta et al., 2023). While simplifying TRIZ for

beginners has been suggested, there is little research on how to maintains its core principles while making it

accessible to novices (Ilevbare et al., 2013). Most existing studies focus on higher education or professional

training, with limited attention given to implementing TRIZ in secondary education (Belski et al., 2013),

particularly within interdisciplinary STEM curricula (Suhirman & Prayogi, 2023). Ilevbare et al., (2013), Park

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025

(2023), and Reyes-Huerta et al. (2023) studies the application of TRIZ and its learning outcomes in professional

or higher education settings. As such, little is known about the learning outcome the participants might obtain

through the teaching and learning TRIZ in secondary STEM education. This SLR seeks to address these key

gaps.

One of the main goal of the SLR is to explore the effective ways to integrate TRIZ into secondary education

STEM curricula. This study also seeks to examine the most frequently use TRIZ tools and the TRIZ methods

used by the trainer to introduce TRIZ to the participants. In addition, the pedagogical methods and teaching

strategies used by the researchers were evaluated to determine their suitability for teaching TRIZ integrated with

STEM activities. Furthermore, this study seeks to provide a better understanding of the learning outcomes

achieved by the participants after the interventions. The findings will enable the development of more informed

recommendations for educators and policymakers to optimize the teaching and learning of TRIZ in secondary

STEM education.

Articles published from 2010 to the 2024 were selected for the SLR. The year 2010 was chosen as the starting

point following the approach used by Reyes-Huerta et al. (2023). This SLR seeks to analyse the existing

empirical studies on TRIZ within secondary STEM education. The research questions served as a guide for this

review:

1. What are the trends in the empirical studies of teaching and learning TRIZ in secondary STEM education

from 2010 to 2024?

2. What are the TRIZ tools and methods in teaching and learning TRIZ in secondary STEM education?

3. What pedagogical approach and instructional strategies are adopted in teaching and learning TRIZ in

secondary STEM education?

4. What are the learning outcomes of teaching and learning TRIZ in secondary STEM education?

METHODOLOGY

The systematic review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses

(PRISMA) guidelines, a widely recognized framework designed to enhance the transparency, credibility, and

reliability of systematic reviews (Moher, Shamseer, Clarke, Ghersi, Liberati, Petticrew, Shekelle, Stewart, &

Group, 2015). To effectively visualize and address critical review concerns, a four-phase flow diagram which

consists of identification, screening, eligibility assessment, and inclusion stage was employed and is presented

in Figure 1. This diagram provided a clear and structured representation of the review process, systematically

detailing the stages of the study. By mapping these phases, the diagram facilitated a transparent and replicable

process, ensuring that all decisions regarding the inclusion or exclusion of studies were well-documented and

justified.

Figure 1: PRISMA Flow Chart Showing Article Screening Process

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Identification

A comprehensive search was conducted through Science Direct, Scopus, Springer and ProQuest. These

databases were known for their extensive repositories of academic articles and research studies (Gusenbauer &

Haddaway, 2020). Additionally, these databases can be assessed through the authors’ library system. Keywords

such as "teaching," and "learning," were selected to gather diverse perspectives on pedagogy. "STEM" and

"STEAM" were selected for the intended educational fields. "secondary education," "high school," and "middle

school" were selected for the educational level of study. Based on these keywords, the Boolean query “(TRIZ)

AND (STEM OR STEAM) AND (teaching OR learning) AND (secondary education OR high school OR

vocational school)” was created to retrieve studies that aligned with the scope of the review. In addition to the

keyword search, snowballing technique was applied by following the guidelines by Wohlin (2014)

Screening

After the articles were identification, some articles were removed due to duplication. These articles were further

screened based on titles and abstracts. Further screening was carried out based on the inclusion criteria and

exclusion criteria mentioned in Table 1.

Table 1: Inclusion and Exclusion Criteria

Criteria

Inclusion

Exclusion

Outside the topic of TRIZ in secondary

STEM education

Relevance

TRIZ in secondary STEM education

Conference papers, chapters in books,

review articles

Types of articles

Journals (research articles)

Language

Timeline

English

Non-English

From Jan 2010 until Dec 2024

Published before 2010

To ensure consistency with TRIZ in STEM education, a rigorous screening process was conducted on 273 entries,

only 248 records were obtained after examining bibliometric information, including titles, abstracts, authors, and

publication years. After that, 4 duplicate records were excluded, leaving 244 studies. Of these, 232 were excluded

for being conference proceedings (7), review papers (16), or unrelated to TRIZ in secondary STEM education

(209). The remaining 12 records underwent further screening, resulting in the exclusion of 3 papers due to a lack

of focus on TRIZ (1) or secondary education (2). Ultimately, 9 full-text articles met the inclusion criteria for the

review.

Analysis

A coding scheme was developed to systematically extract and analyse the data. To analyze the trends in teaching

and learning TRIZ, the studies were systematically coded based on the country of origin, publication year,

research methodology, targeted STEM disciplines, TRIZ approaches employed, and the duration of interventions.

The TRIZ tools were coded based on the 25 tools identified by Ng et al. (2020). TRIZ methods were identified

based on any simplified approaches streamlined the integration of TRIZ into the STEM education as described

by Reyes-Huerta et al., (2023). The third research question focuses on examining the pedagogical approaches

and instructional strategies employed in teaching and learning TRIZ within secondary STEM education contexts.

The pedagogical approaches were analysed based on the frameworks that guide the teaching and learning

process as described by Yeung et al. (2024). Whereas the instructional strategies were analysed for the specific

techniques used within each pedagogical approach as described by (Yeung et al., 2024). Finally, the learning

outcomes were coded and divided into three categories (knowledge, technical skills, and attitudes) following the

methods used by Yeung et al. (2024).

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025

Two researchers independently conducted the coding process and thoroughly reviewed the selected articles.

Regular meetings were held to resolve discrepancies and achieve consensus. A structured, standardized approach

ensured consistency in data extraction. A pilot test was conducted to refine the process. The high interrater

reliability of 90.6% indicated a substantial level of agreement between the researchers (Belur, Tompson,

Thornton & Simon, 2021).

RESULTS

Trends in the Empirical Studies of Teaching and Learning TRIZ in Secondary STEM Education

The reviewed research predominantly originates from Asia (Taiwan, Malaysia) and Europe (Russia, Turkey, and

Israel), with three studies involving participants from Taiwan, two from Turkey, and one each from Malaysia,

Russia, and Israel (refer to Table 2). The disciplinary focus varied, with three studies concentrating on science

disciplines, two on technology, two integrating science and technology, and two exploring STEM approaches.

Eight studies employed an enrichment approach, combining TRIZ with imaginative learning, STEM education,

nanotechnology, and flipped learning through open-ended, project based tasks like designing vehicles or solving

real-life problems, typically in short-term programs emphasizing creativity and innovation. In contrast, the

infusion approach, used in one study, integrated TRIZ into a Malaysia curriculum for one year of study.

Research Methods

Cavdar et al. (2024) utilized a mixed-method approach to examine the effects of TRIZ-STEM activities in

nanotechnology education on middle school students’ skills and perceptions. A quasi-experimental design with

a pretest-posttest control group model was implemented, involving 59 seventh-grade students divided into

experimental (n = 30) and control (n = 29) groups. The experimental group participated in a four-week program

integrating TRIZ-STEM activities, while the control group followed the standard curriculum. Quantitative data

were collected through validated scales assessing critical thinking, problem-solving, and research inquiry skills.

Additionally, qualitative data were gathered through semi-structured interviews with experimental group

participants, exploring their perceptions of nanotechnology, the TRIZ-STEM activities, and engineering.

Yıldırım & Yildirim, (2024) conducted a mixed-method study to assess the impact of TRIZ-STEM applications

within an online flipped learning model on teachers' problem-solving skills, creative thinking dispositions,

STEM teaching practices, and understanding of engineering concepts. Using a quasi-experimental pretest-

posttest control group design, 57 teachers were divided into an experimental group (n = 33), which participated

in eight weeks of online flipped TRIZ-STEM activities, and a control group (n = 24), which received face-to-

face TRIZ-STEM education. Quantitative data were collected through validated tools to measure changes in

creative thinking, problem-solving skills, and perceptions of engineering concepts. Additionally, documentary

analysis of lesson plans and activity logs provided qualitative insights into the integration of STEM principles,

TRIZ application, and alignment of teaching practices with STEM objectives.

Saygı & Şahin (2023) conducted a mixed-method study to examine the effects of a systematic approach to real-

life inventive problem-solving in a seventh-grade science classroom. The study employed a quasi-experimental

pretest-posttest control group design involving 78 students. The experimental group received four weeks of

systematic inventive problem-solving (SIPS) training, while the control group followed the standard curriculum.

The participants’ problem-solving skills were evaluated both prior to and following the intervention. For the

qualitative analysis, structured interviews were conducted with the experimental group to explore their overall

perceptions of inventive problem-solving and their experiences with the SIPS methodology.

Zulhasni & Iqbal (2020) surveyed 1,032 respondents for their understanding, application, and impact of TRIZ

infused in the form two secondary schools’ design and technology curriculum in Malaysia. The respondents

were mostly teachers (n = 941) and secondary students (n = 72).

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Chung et al. (2017) studied the impact of an eight-week TRIZ instructional strategy on 60 second-year vocational

high school students' imaginative learning and practical skills. The study follows a quasi-experimental pretest-

posttest design. Students were organized into 15 teams and applied TRIZ principles to design an "amphibious

vehicle" project. The changes in their imaginative learning were tested before and after the project. Interviews

were conducted with members of the top-performing teams to find out how the TRIZ principles, collaboration,

and the instructions impact their creativity. Additionally, students' learning portfolios, design blueprints, project

reports, and reflective notes, were analyzed to track their imaginative learning growth, problem-solving abilities,

and practical use of TRIZ strategies when doing the project.

Kalimullin & Utemov (2017) studied the impact of an open-ended tasks on the creativity among 839 secondary

school students from 71 educational institutions. The study employed a quasi-experimental design. Participants

were divided into experimental group (n = 452) and a control group (n = 387). Students in the experimental

group participated in two creativity-focused courses. Those in the control group followed the standard

curriculum. The changes in their creative levels were assessed before and after the intervention based on the

solutions originality, elaboration, and optimality. Classroom observations were carried out to gather data on

student engagement, collaboration, and the use of heuristic methods. The learning dynamics and the challenges

involved in fostering creativity were obtained from the document analysis of teachers’ notes and students’

reflections.

Barak (2013) conducted a longitudinal study to track the transition from systematic to heuristic problem-solving.

The study used a quasi-experimental design. The 8^thgrade students were divided into experimental group (n =

112) and control group (n = 100). Over 15 weeks, the experimental group was taught inventive problem-solving

methods, while the control group followed the standard curriculum. A pre- and post-course quizzes were

conducted to evaluate participants’ problem-solving abilities and their attitudes toward creativity. Participants’

portfolios, class assignments, and written solutions were analysed for the problem-solving application.

Additionally, semi-structured interviews were conducted to study the perceptions of creativity and their

reflections on the course. Observations were carried out using video recordings and anecdotal notes to study the

classroom dynamics and the progression of problem-solving strategies.

Table 2: Major Trends in the Empirical Studies

Author(s)

Aim

Country

Respondent

STEM

Discipline

Research Methods TRIZ

Approach

(Duration)

Cavdar,

Yıldırım,

Kaya,

Akkus

(2024)

To investigate the effect of TRIZ-

STEM activities on middle school

students' problem-solving, critical

thinking, research inquiry skills, and

7^th

Student

grade

Mixed

(experimental

research

interview

survey)

method

Turkey

Science

Enrichment

(4 weeks)

&

+

views

on

nanotechnology

and

engineering.

Yıldırım & To examine the effects of TRIZ- Turkey

Teachers (pre- Science,

Mixed

method Enrichment

Yildirim,

(2024)

STEM applications within an online

flipped learning model on teachers’

school, primary, Technology,

(Experimental

survey

documentary

analysis)

+

secondary)

Engineering,

Mathematic

(8 weeks)

problem-solving

skills,

creative

thinking, and understanding of

engineering and STEM teaching.

Saygı

Şahin

(2023)

&

To explore how the SIPS approach Turkey

can improve students' ability to solve

real-life inventive problems in

science, focusing on topics like light

and energy.

7^th

Student

grade Science

Mixed

(experimental

interview)

method Enrichment

+

(4 weeks)

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Zulhasni & To examine how TRIZ is adopted in Malaysia Secondary

Technology

Quantitative

(survey)

Infusion

(1 year)

Iqbal

Malaysia's education policy to

enhance problem-solving skills

within STEM education.

school teachers

& students,

(2020)

engineer,

entrepreneur

Chung et To explore the effect of TRIZ Taiwan

Vocational

students

Science,

technology

Mixed

(Experimental

research

documentary

analysis

method Enrichment

al. (2017)

instructional strategies on students'

imaginative learning and practice,

focusing on vocational students in

Taiwan.

+

(8 weeks)

interview)

(Continue)

Author(s)

Aim

Country

Respondent

STEM

Research Methods

TRIZ

Discipline

Approach

(Duration)

Kalimullin

& Utemov tasks

(2017)

To explore the effectiveness of open type Russia

for enhancing creativity in

secondary school students, focusing on

generating optimal, efficient, original, and

well-elaborated solutions.

5^th

grade

students

to

9^thScience

Mixed

(Experimental

research

documentary

analysis

observation)

method Enrichmen

t

+

(Not

specified

clearly)

Barak

(2013)

To examine the effect of teaching Israel

inventive problem-solving principles on

students' abilities to propose creative

solutions and transition from systematic to

heuristic problem-solving methods.

8^th

Students

grade Science,

technology

Mixed-method

(experimental

research

documentary

analysis

Enrichmen

t

+

(15 weeks)

+

interviews,

observation)

Lou et al. To explore the effects of TRIZ creative Taiwan

High school Science,

students Technology,

Mixed

(Survey + Interview

+ documentary

method Enrichmen

(2013a)

learning in building a pneumatic propeller

ship while integrating STEM knowledge

among female high school students in

Taiwan.

t

Engineering,

Mathematic

analysis

(6 weeks)

Lou et al. To develop a feasible instructional model Taiwan

High school Technology

students

Mixed

method Enrichmen

(2013b)

for blended TRIZ creative learning and

verify its effectiveness in improving

students' creativity and attitudes.

(Experimental

research + survey +

documentary

analysis)

t

(18 weeks)

Lou et al. (2013a) conducted a mixed-method study to evaluate TRIZ creative learning integrated with STEM,

involving 70 female high school students participating in a six-week program focused on designing and building

a pneumatic propeller ship. Students worked in teams and engaged in activities applying TRIZ principles within

a STEM framework. Quantitative data were collected through a 5-point Likert scale questionnaire to assess

learning effectiveness, attitudes, and creative learning outcomes, providing insights into the instructional model's

impact. Focus group interviews gathered qualitative data on students’ learning processes, challenges, and

perceptions of STEM knowledge application. Additionally, learning portfolios, including online platform

records, group discussions, and project reports, were analyzed to track the development of students’ creative and

problem-solving skills, documenting the practical application of TRIZ principles and STEM knowledge

throughout the project.

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Lou, Chung, Shih, Tsai, & Tseng (2013b) evaluated a blended TRIZ creative learning model using a mixed-

method approach. The study employed a quasi-experimental design with 56 female senior high school students

divided into 14 groups. Over an 18-week intervention, students engaged in three phases: traditional classroom

teaching, online learning, and project based activities. The model integrated inventive problem-solving strategies

to enhance creative thinking and interdisciplinary application. Students completed TRIZ-based tasks in three

stages, culminating in group presentations to assess learning outcomes. A validated 5-point Likert scale survey

was administered post-intervention to measure learning effectiveness, attitudes, platform usage, and TRIZ

creative learning. Additionally, students’ learning portfolios, including activity logs, group discussions,

assignments, and project reports, were analysed to evaluate the development of creative and problem-solving

skills, the application of TRIZ principles, and the integration of STEM knowledge into practical tasks.

TRIZ Tools and Methods in Teaching and Learning TRIZ in Secondary STEM Education

TRIZ Tools

The distributions of TRIZ tools are shown in Figure 2. Yıldırım & Yildirim, (2024) did not mention any TRIZ

tool, while the rest mentioned at least one TRIZ tool in their studies. In nanotechnology education, participants

identified contradictions in daily challenges to develop innovative solutions contributing to engineering

advancements and societal benefits (Cavdar et al., 2024). Kalimullin & Utemov (2017) emphasized the role of

internal contradictions in open-type educational tasks, enabling students to engage deeply in learning. Chung et

al. (2017) demonstrated the effective use of the TRIZ contradiction matrix and the 40 inventive principles in

guiding students through the imaginative design of a multipurpose amphibious vehicle. Students applied

inventive principles to address situational problems to overcome material limitations (e.g., batteries, motors, and

vehicle modules), and create detailed design blueprints. In a blended learning case study by Lou et al. (2013b),

students resolved a technical contradiction in boat manufacturing, where ease of production conflicted with

strength. Using the TRIZ contradiction matrix, they identified engineering parameters and applied inventive

principles such as separation, improvement of partial characteristics, and advanced action. This approach

successfully balanced simplicity and structural integrity. Similarly, Lou et al. (2013a) reported using the

contradiction matrix and inventive principles during the design of a pneumatic propeller ship. Over several weeks,

students analysed contradictions, collaboratively resolved them, and synthesized findings to construct optimized

designs. Barak (2013) highlighted the role of component and function analysis combined with five selected

principles—duplicating, assigning new functions, eliminating components, changing relationships between

variables, and dividing/separating components. Component analysis involves breaking a system into elements

to understand their roles and functions. For example, in solving credit card delivery issues, component analysis

identified key elements like customers, banks, ATMs, and shops, leading to inventive solutions such as

eliminating the bank, assigning a new function to ATMs, and separating card functions from stored information.

Saygı & Şahin (2023) conducted a problem-solving program where pupils first identified the Closed World (CW)

of a problem, analysing system components before applying the Five Idea Thinking Tools (FITT): unification,

multiplication, division, object removal, and breaking symmetry. Finally, Zulhasni & Iqbal (2020) outlined the

application of TRIZ tools in the problem solving activity. The problem solving process begins with problem

identification. The identified problem is further analysed using TRIZ tools such as functional analysis,

component analysis and CECA. A problem model is created by physical contradiction before using the suitable

inventive principles to generate solutions.

TRIZ Methods

Three methods were identified. Chung et al. (2017) highlighted an instructional model encompasses initiation,

development, alternative, links and practice stages (IDEAL-P). In the initiation stage, participants were guided

to build on their prior knowledge to stimulate their curiosity. In the development stage, students expanded their

imaginative thinking from their original ideas to new ideas and developed their pre-planning abilities. During

the alternative stage, students worked together to explore diverse perspectives of the problems. The 40 inventive

principles were deployed in the first three stages. The links stage integrates multiple solutions into cohesive

plans to foster systematic thinking. Finally, in practice stage, students’ ideas were refined through iterative

exploration and practical application. The 40 inventive principles and contradiction matrix were used iteratively

during the links stage and the practice stage. As for the TRIZ-integrated instruction model by Lou et al. (2013a),

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it combines TRIZ innovative problem-solving with STEM education. This model organizes the TRIZ problem-

solving process into three sequential stages: analysis of technological systems, description of technical

contradictions, and solution of technical contradictions. Each stage is structured as a task, requiring students to

apply STEM-integrated knowledge to identify and utilize corresponding inventive principles. The third TRIZ

method, the SIPS framework is rooted in engineering, technology, and design to foster inventive problem-

solving for classroom activities (Saygı & Şahin, 2023). The process begins with determining the CW of a

problem, where students identify the components, elements, or resources already present within the problem or

its immediate environment. Solutions are derived from these existing resources. Next, students apply the FITT,

which includes unification, division, object removal, multiplication and breaking symmetry. Students use FITT

either individually or in combination, depending on the problem and group characteristics, through iterative

application of FITT, students learn to extract inventive solutions embedded within the problem by varying its

components.

Figure 2: Distribution of TRIZ tools

Pedagogical Approach and Instructional Strategies Adopted in Teaching and Learning TRIZ in

Secondary STEM Education

Several pedagogical approaches have been identified (refer to Figure 3), PjBL emerged as the most frequently

reported approach (N = 4). This method engages students in tangible, goal-oriented tasks, such as designing

engineering prototypes or participating in STEM competitions. For example, Barak (2013) described projects

like designing amusement park models for individuals with disabilities and mechanisms to improve traffic safety.

Similarly, Chung et al. (2017), Lou et al. (2013a) and Cavdar et al. (2024) integrated TRIZ principles with STEM

education to guide students in constructing amphibious vehicles, pneumatic propeller ships and nanotechnology

prototypes for humanity respectively. PBL, reported in three studies, challenges students with open-ended or

inventive problems, requiring them to analyse, propose, and implement solutions. Kalimullin & Utemov (2017)

highlighted the use of tasks like designing innovative circus performances or solutions to prevent ants from

accessing food, encouraging divergent thinking. Zulhasni & Iqbal (2020) mentioned that TRIZ was used in the

problem based learning for the secondary school design and technology syllabus. Saygı & Şahin (2023) utilised

both inquiry based and problem based learning in their study of the effectiveness of SIPS on 7^thgrade students’

problem-solving skills. Both Chung et al. (2017) and Lou et al. (2013b) mentioned blended learning in teaching

TRIZ. For instance, Chung et al. (2017) described how students developed prototypes under the guidance of

lectures and online resources. Lou et al. (2013b) integrated TRIZ instruction through a combination of traditional

classroom teaching and web-based platforms to facilitate asynchronous collaboration and discussions among

students. Inquiry based learning was reported by Barak, 2013 and Saygı & Şahin, 2023. Barak (2013) engaged

students with challenging and open-ended tasks to encourage them to explore and asking critical questions. Saygı

& Şahin (2023) highlighted the importance of active student participation in investigating design and technology

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concepts, promoting a deeper understanding through inquiry. Finally, Yıldırım & Yildirim (2024) utilized an

online flipped learning model to deliver TRIZ-STEM education, allowing participants to access theoretical

content through pre-class videos. In-class sessions were dedicated to practical exercises and group discussions,

enabling participants to apply theoretical knowledge effectively.

Figure 3: Pedagogical Approach

Instructional Strategies

As for the instructional strategies (Refer to Figure 4), hands-on activities were the most frequently utilized

strategy (N = 5) which immerse students in practical tasks like building prototypes or conducting experiments.

Barak (2013) guided students in constructing dual-level counters for wheelchair users and pedestrian safety

bumpers, while Cavdar et al. (2024) focused on nanotechnology-related prototypes. Both Lou et al. (2013b) and

Lou et al. (2013a) integrated TRIZ principles into hands-on projects like pneumatic propeller ships, allowing

students to test and refine their designs. Collaborative learning (N = 4), fostered teamwork and group problem-

solving. Barak (2013) involved students in small groups to design prototypes, while Chung et al. (2017) and Lou

et al. (2013b) facilitated collaborative projects where students used both in-person and online platforms for

brainstorming and innovation. Presentations (N = 4), enhanced communication skills, with students sharing

findings and explaining inventive methodologies. For example, Saygı & Şahin (2023) showcased practical

solutions like solar-powered devices. Homework and written assignments (N = 4), reinforced learning through

reflection and practice. Barak (2013) required students to create detailed portfolios, while Kalimullin & Utemov

(2017) assigned open-ended tasks to encourage creativity. Similarly, structured assignments in Lou et al. (2013b)

and research-based tasks in Saygı & Şahin (2023) reinforced the application of TRIZ principles. Engineering

design challenges (N = 2), strengthened real-world problem-solving skills. Chung et al. (2017) tasked students

with designing amphibious vehicles addressing global warming and tourism, while Lou et al. (2013a) engaged

students in creating pneumatic propeller ships. Demonstrations (N = 1), showcased prototypes to enhance

application and presentation skills, as seen in Cavdar et al. (2024), Saygı & Şahin (2023), Lou et al. (2013a,

2013b). Competitions (N = 1) were highlighted by Lou et al. (2013a), where students presented and evaluated

their designs in a final contest, fostering creativity and innovation. Lastly, lesson plan development, featured in

Yıldırım & Yildirim (2024), integrated TRIZ into structured teaching plans within an online flipped learning

model.

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Figure 4: Instructional Strategies

Learning Outcomes of Teaching and Learning TRIZ in Secondary STEM Education

Knowledge

The most frequently reported gains in knowledge across the studies were enhanced problem-solving skills and

creative learning, each cited in four studies (refer to Figure 5). Problem-solving is a central aspect of TRIZ that

helps students transition from systematic to heuristic approaches, equipping them to address real-life STEM

challenges systematically and creatively (Chung et al., 2017; Kalimullin & Utemov, 2017; Saygı & Şahin, 2023).

TRIZ fosters creative learning by encouraging innovation and the development of novel solutions (Cavdar et al.,

2024; Lou et al., 2013b). Imaginative learning and speed of knowledge learning are reported in one study. TRIZ

aids students in thinking beyond conventional solutions (Chung et al., 2017) and enables students to comprehend

and retain STEM concepts more efficiently (Lou et al., 2013b).

Figure 5: Knowledge

Technical Skills

The number of technical skills learning outcome is summarised in Figure 6. TRIZ significantly enhances

students' technical skills by fostering knowledge application, demonstrating students' ability to apply theoretical

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concepts to real-world scenarios (Lou et al., 2013b; Saygı & Şahin, 2023). The enhancement in TRIZ application

reflects students' growing mastery in utilizing TRIZ tools and techniques within practical projects (Lou et al.,

2013b). Additionally, TRIZ supports the creation of original and useful solutions, showcasing students'

capability to generate innovative and practical outcomes (Barak, 2013). Furthermore, improvement in STEM

application reflects the successful integration of TRIZ principles into STEM activities, such as engineering

projects, enhancing hands-on learning experiences (Lou et al., 2013a).

Figure 6: Technical Skills

Attitude

The frequency of the attitude learning outcome reported is shown in Figure 7. By integrating TRIZ into STEM

education, students developed confidence in problem solving and creativity (Barak, 2013). Students are more

proactive in collecting and analysing information (Lou et al., 2013b). It also boosts students' interest in TRIZ

(Zulhasni & Iqbal 2020), STEM (Lou et al. 2013a), science (Saygı & Şahin, 2023), nanotechnology and

engineering (Cavdar et al., 2024). TRIZ also improved students’ confidence in problem-solving, enabling them

to tackle complex challenges, and build self-assurance in creativity.

Figure 7: Attitude

DISCUSSION

Nine empirical studies were published between 2010 and 2024. These studies were from Asia (N = 4) and Europe

(N = 5). Based on the limited number of empirical studies, it seems that the TRIZ teaching and learning in

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secondary STEM education may not yet be fully explored by researchers and educators. The reason could be

due to TRIZ origins as a specialized methodology for engineering and industrial problem-solving which is rather

complex (Yeoh et al., 2009). The complexity of TRIZ can be overwhelming for beginners including teachers

and students (Ilevbare et al., 2013; Keong et al., 2017). This underscores the need for carefully designed teaching

strategies to make TRIZ more accessible and effective for secondary students. TRIZ can be adapted to both

specialized and interdisciplinary STEM as reported by Lou et al. (2013a) and Saygı & Şahin (2023). This

versatility makes TRIZ a valuable methodology for secondary STEM education. Most studies (N = 8) reported

teaching TRIZ parallel with the existing STEM subjects (enrichment approach). Enrichment TRIZ training lasted

between 4 and 18 weeks, typically within a semester. On the other hand, the infusion TRIZ training as reported

by Zulhasni & Iqbal (2020), takes at least a year and required the modification to the existing syllabus. It seems

that, the enrichment approach offers reduced demand for additional time and resources compare to the infusion

approach. Most studies conducted are predominantly mixed-method research designs (N = 8) with quasi

experimental design (N = 7). Interviews, surveys, and documentary analysis are mainly deployed in qualitative

ways of collecting data. These approaches provides a holistic evaluation of TRIZ-based instructional strategies

and their impact on learning outcomes.

As for the TRIZ tools in teaching and learning TRIZ in secondary STEM education, contradiction analysis

(including physical contradiction) emerges as the most frequently used tools (N = 7). It plays a critical role in

fostering systematic problem-solving by identifying and resolving conflicts within systems. Similarly, the

inventive principles supported innovative solution generation, guiding students in brainstorming creative ideas.

Alternative principles, such as unification, division, object removal, multiplication, and breaking symmetry

(Saygı & Şahin, 2023), along with duplicating, assigning, eliminating, and changing relationships (Barak 2013),

were adapted from the original 40 inventive principles of TRIZ. These adaptations aim to make TRIZ more

accessible, particularly for students with limited knowledge of physics or mathematics. However, these

adaptations may compromise some of the original rigor and effectiveness, underscoring the need to balance

simplification with preserving the depth that makes TRIZ a powerful tool for systematic innovation and problem-

solving. Component analysis and functional analysis were utilized to help students understand the system and

envision optimal solutions, while cause-effect chain analysis is the least reported tool. It traces the root causes

of engineering challenges. Additionally, TRIZ-integrated instructional methods like IDEAL, SIPS, and TRIZ-

integrated instruction model enhanced students’ creativity, problem-solving skills, and engagement. Despite

these successes, the limited application of some tools such as functional analysis and cause-effect chain analysis

suggests opportunities for further exploration and broader implementation. The review also identifies some

limitations. TRIZ teaching through flipped TRIZ-STEM by Yıldırım & Yildirim (2024) lacked detailed

procedural descriptions, hindering replicability and deeper insights.

The findings underscore the importance of combining pedagogical approaches with instructional strategies to

maximize learning outcomes of teaching TRIZ in secondary STEM education. PjBL is the most frequently

reported pedagogical approach (N = 4). PjBL engages students in designing engineering prototypes which

promote creativity and practical application (Barak, 2013; Cavdar et al., 2024; Chung et al., 2017; Lou et al.,

2013a). PBL which requires students to solve open-ended problems is another prominent pedagogical approach

mentioned by Kalimullin & Utemov (2017), Saygı & Şahin (2023) & Abdul Rahim Zulhasni & Iqbal (2020). As

mentioned earlier by Suhirman & Prayogi (2023), both PjBL and PBL are able to develop problem-solving skills.

On top of that, these methods also develop creativity (Barak, 2013; Cavdar et al., 2024; Kalimullin & Utemov,

2017; Lou et al., 2013a), interest in STEM related subjects (Cavdar et al., 2024; Lou et al., 2013a; Saygı & Şahin,

2023) and interest in TRIZ (Zulhasni & Iqbal, 2020) among students. A few articles highlight combination of

two pedagogical approaches. Chung et al. (2017) combined blended learning with project based learning where

the traditional instruction is combined with digital tools to teach application of TRIZ-STEM in constructing

prototype. Saygı & Şahin (2023) performed problem based learning together with inquiry based learning. Barak

(2013) on the other hand, reported inquiry learning combined with project based learning. (Suhirman & Prayogi,

2023) said that inquiry based learning creates an engaging learning environment to enhance students’ critical

thinking and self-directed learning. Among instructional strategies, hands-on activities are the most utilized (N

= 5). This strategy is associated with PjBL and blended learning (Barak, 2013; Cavdar et al., 2024; Chung et al.,

2017; Lou et al., 2013a, 2013b). Collaborative learning, presentations, and written assignments promote

teamwork, communication, and reflective practice (Chung et al., 2017; Lou et al., 2013b; Saygı & Şahin, 2023).

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Engineering design challenges and competitions encourage creativity and real-world problem-solving, while

demonstrations enhance practical application and presentation skills (Lou et al., 2013a). Lesson plan

development, incorporating TRIZ-STEM strategies, adds structure and coherence to teaching practices (Yıldırım

& Yildirim, 2024). The study also explored students' attitudes and motivation, emphasizing their positive outlook

toward STEM (Cavdar et al., 2024; S. Lou et al., 2013a; Saygı & Şahin, 2023;Zulhasni & Iqbal, 2020), increased

confidence in problem-solving and creativity (Barak, 2013), and the development of a proactive mindset (Lou

et al., 2013b) that fosters innovation and embraces challenges in STEM learning. These learning outcomes are

similar to the learning outcomes obtained by adult from learning TRIZ as reported by Harlim & Belski (2015)

& Ilevbare et al. (2013).

RECOMMENDATION

Scaling TRIZ requires moving beyond one-off workshops toward curriculum integration. Driven by national

policy to transform national problem-solving capabilities, Malaysia has made TRIZ a mandatory component of

the 'Design and Technology' syllabus in Form 2 secondary schools (Zulhasni & Iqbal, 2020). The infusion

approach requires syllabus restructuring. The result, however, is a unique 'innovation literacy' where every

student understands how to resolve technical contradictions using structured inventive principles (Zulhasni &

Iqbal, 2020). While Malaysia takes a national approach, other countries use TRIZ for specific goals, such as

bridging technical gaps in Taiwan (Chung et al., 2017; Lou et al., 2013a; Lou et al., 2013b), overcoming rote

learning in Israel (Barak, 2013), learning to think creatively in Russia (Kalimullin & Utemov, 2017), or teaching

nanotechnology in Turkey (Cavdar et al., 2024). The primary weakness of these models is that they are expert-

dependent. There is a risk that the program won't be able to continue if the experts leave. For institutions to

successfully integrate TRIZ using an enrichment or infusion strategy, they must invest in robust teacher training

programs. This shifts the methodology from being expert-dependent to being an institutionalised part of the

STEM syllabus.

TRIZ can be simplified for novices without compromising its core principles to enhance accessibility for

secondary students. However, the simplification should maintain the TRIZ fundamental rule: resolve the

contradiction rather than compromising. The first strategy is through focusing on high-impact tools such as

physical contradiction analysis and specific inventive principles rather than utilizing the exhaustive 39x39

contradiction matrix and all 40 inventive principles (Barak, 2013; Zulhasni & Iqbal, 2020). The second strategy

is to condense complex TRIZ into a manageable three steps model: analysing the technological system, defining

the technical contradiction, and identifying the solution. This method can be seen in Chung et al (2017) and Lou

et al., (2013b). This approach provides immediate utility by focusing on contradiction analysis within a "Closed

World" framework, which restricts solutions to elements already present in the system. By limiting the search to

the immediate context, this model reduces complexity and makes the inventive process significantly more

manageable for secondary students.

Integrating TRIZ into PjBL or PBL frameworks ensures real-world relevance by grounding abstract principles

in local cultural experiences, such as traditional festivals (Lou et al., 2013a). Students can foster practical

learning by applying TRIZ tools alongside their STEM knowledge to solve everyday problems through hands-

on applications, such as designing amphibious vehicles (Chung et al., 2017) or conducting microscale

experiments such as nanotechnology (Cavdar et al., 2024). This will encourage teamwork, as students

collaborate in small groups to tackle contradictions while developing essential communication and collaboration

skills. Furthermore, incorporating presentations allows students to showcase their projects, demonstrate their

mastery of STEM concepts, and build confidence in expressing their inventive ideas. Finally, future research

should prioritize longitudinal studies to evaluate the sustained impact of TRIZ-STEM across diverse learning

outcomes.

Limitation

Several limitations should be acknowledged to guide future research. The current SLR only include the English

language academic publication. As a result, some information from the non-English language publication might

omitted. Additionally, the reliance on specific databases that omit conference proceedings and books may have

overlooked other significant contributions to the field. Seven studies relied on quasi-experimental designs

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without control groups and three studies are without comparative analyses, making them challenging to isolate

the effects of TRIZ interventions from other factors such as teaching styles or curriculum variations. The short

duration of TRIZ, lasting only a few weeks or a semester (Barak, 2013; Cavdar et al., 2024; Chung et al., 2017;

Lou et al., 2013a, 2013b)., might limit the ability to assess long-term outcomes and the sustainability of benefits.

Another notable limitation is the lack of standardized assessment tools for measuring the learning outcomes such

as creativity and problem-solving. This results in context-dependent interpretations that reduce the reliability

and comparability of findings. Inconsistent documentation of pedagogical strategies also makes it difficult to

replicate or scale successful. Studies conducted in different countries may reflect unique cultural or educational

contexts, which can limit the generalizability of their findings. Moreover, subjective evaluations based on

documentary analysis, interviews, and observations may introduce potential biases. Finally, simplifying TRIZ

principles to just a few by Barak (2013) and Saygı & Şahin (2023) compare to its original 40 inventive principles

as mentioned by Ng et al. (2020), might reduce impact of TRIZ interventions.

CONCLUSION

In conclusion, this SLR highlights the various TRIZ tools, TRIZ methods, pedagogical approaches, instructional

strategies, and learning outcomes associated with teaching and learning TRIZ in secondary STEM education.

TRIZ can be integrated into secondary STEM education using either enrichment or infusion approaches. The

training period for enrichment approach is shorter than the infusion approach. TRIZ tools reported in the

empirical studies include component analysis, CECA, functional analysis, contradiction analysis and inventive

principles with contradiction analysis being the most mentioned. IDEAL-P, TRIZ-integrated instruction model,

and SIPS are the simple guidelines for the secondary school students to apply TRIZ together with STEM. The

findings indicate that teaching TRIZ with combination of pedagogical approaches with instructional strategies

can enhance students’ knowledge, technical skills and attitude. However, certain limitations persist, including

small sample sizes, short intervention durations, and inconsistent assessment methods. These challenges

emphasize the need for more robust and standardized research approaches. Future studies should prioritize

longitudinal research, larger and more diverse sample groups, and detailed documentation of teaching practices

to ensure the validity and scalability of TRIZ-STEM integration.

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