17070 More Than Just Objects: A Qualitative Systematic Review and Meta-Synthesis of Student Perspectives of Museum-Based Learning

R1a-2

Abstract

Museum-Based Learning (MBL) is an increasingly relevant pedagogical approach for enhancing student engagement, yet its effectiveness varies across contexts and learner demographics. This systematic review and meta-synthesis aim to explore student perspectives toward MBL and identify both the positive impacts and barriers to implementation, incorporating insights from students, teachers, curators, museum staff, and parents. Following PRISMA guidelines and using the SPIDER framework, eleven qualitative and mixed-method studies published between 2020 and 2025 were selected from Scopus, ERIC, Google Scholar, and the Journal of Museum Education. The studies were critically appraised using the JBI checklist, and thematic synthesis was used to analyze the findings. Five major themes were identified: Building Collaboration, Enhancing Creativity, Museum Communication, Development of Critical Thinking, and Application of Technology. Results revealed age-specific learning needs, the importance of inquiry-based activities, and recurring implementation barriers such as insufficient staff training, weak school-museum communication, and limited digital infrastructure. These findings suggest that MBL can significantly foster 21st-century skills, but its full potential depends on overcoming operational challenges and strengthening cross-sector collaboration. The review highlights the need for more reflective learning opportunities after museum visits and calls for further research into sustaining long-term educational impact. By identifying effective practices and common obstacles, this study offers practical guidance for educators, museum professionals, and policymakers aiming to maximize the educational value of MBL.