This study refines and advances the Framework for evaluating Scientific Literacy (SL) within science textbooks/curricula by integrating cognitive, affective, and sustainability dimensions. Through a systematic review and analysis of 22 studies, the research identifies emerging themes to restructure the Cansiz and Cansiz (Journal of Baltic Science Education, 18(5), 681–691, 2019) Framework into six comprehensive aspects: Knowledge of Science, Investigative Nature of Science, Science as a Way of Knowing, Science, Technology, Society, and Environment (STSE) Interaction, Affective Engagement with Science, and Sociopolitico-Environmental Justice and Responsibility. Key findings highlight the significance of fostering critical thinking, ethical reasoning, and interdisciplinary competencies to navigate the complexities of the Anthropocene. The Revised Framework emphasizes systems thinking, transformative action, and including marginalized perspectives, aiming to prepare learners for socio-scientific challenges. Additionally, it incorporates affective and sustainability dimensions to foster lifelong engagement with science and empower learners as change agents. The Revised Framework offers theoretical and practical contributions by bridging traditional content-focused models with transformative, justice-oriented approaches. It provides a robust tool for educators and policymakers to evaluate and enhance science textbooks/curricula, ensuring relevance and fostering globally responsive, socially impactful, critical SL. The study concludes by advocating for the Revised Framework's adaptability to diverse educational contexts and its continuous evolution to address emerging challenges.
