Systematic reviews are essential for evidence-informed decision-making processes in health and education (Langer & Stewart, 2014). A systematic review is a rigorous and methodical synthesis of research evidence that aims to answer a defined research question by collecting and critically analysing multiple research studies (Newman & Gough, 2020). Unlike traditional literature reviews, systematic reviews follow a strict methodology to minimise bias, ensuring that the findings are more reliable and comprehensive.

There are four primary reasons why conducting systematic reviews in education is significant for developing countries. First, systematic reviews consolidate evidence by bringing together data from various studies, providing a more robust understanding of the effectiveness of educational interventions (Nasheeda et al., 2019). Second, the results generated from systematic reviews inform policy by offering evidence-based insights, guiding policymakers in developing countries to make informed decisions that can improve educational outcomes (Evans & Popova, 2016). Third, systematic reviews identify research gaps, directing future studies to areas where they are most needed to enhance educational practices (Newman & Gough, 2020). Finally, they help optimise resources, ensuring that limited resources in developing countries are used effectively by identifying the most beneficial educational strategies (Evans & Popova, 2016). Systematic reviews, as such, serve as a valuable tool for researchers, educators and policymakers in developing countries to advance education based on solid evidence.

‘Systematic reviews serve as a valuable tool for researchers, educators and policymakers in developing countries to advance education based on solid evidence.’

The significant implications of systematic reviews cannot be denied because they respond to a research question using a robust methodology to inform decisions (Langer & Stewart, 2014; Newman & Gough, 2020). However, researchers from developing countries encounter several challenges, particularly the limited capacity of resources, both human and material (Oliver et al., 2015). Regarding material resources, the prominent issues are access to literature and review tools. This blog post reflects on conducting seven systematic reviews and presents two major challenges faced by Pakistani systematic review researchers.

Access to literature

The foremost challenge is access to literature. Several databases must be searched to retrieve studies for a systematic review. Most databases provide access only through subscription, which is often prohibitively expensive for researchers from developing countries like Pakistan. Some higher education institutions in Pakistan have subscribed to a few databases, but these do not meet the comprehensive requirements for systematic reviews. This lack of access leads researchers to seek alternatives, such as open-access databases. However, these open-access databases do not provide user-friendly services, including advanced search options, the ability to select articles in bulk, or the ability to download citations in ‘ris’ format. Consequently, using these alternatives is difficult and time-consuming, hindering the growth of systematic reviews and, ultimately, the ability to make informed decisions based on them.

Access to review tools

The second challenge is access to review tools. Systematic reviews involve rigorous steps to identify the most relevant studies for analysis. The included studies go through quality assessment, data extraction and analysis, which can be either meta-analysis or meta-synthesis. These steps require review tools like Covidence, which are accessible only through purchase. Subscription options often include a limited number of reviews per year. Alternatives to these tools are not user-friendly and have limited features, making the screening process difficult as well as time-consuming. This challenge also hampers the growth of systematic reviews in Pakistan, which impacts the ability to make informed decisions based on these reviews.

Conclusion

In conclusion, while systematic reviews are invaluable for informing policy and practice in education, researchers in developing countries like Pakistan face significant barriers in conducting them due to limited access to necessary literature and review tools. Addressing these challenges through increased access to databases and affordable review tools is crucial for fostering evidence-based decision-making in education in developing countries.

References

Evans, D. K., & Popova, A. (2016). What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. The World Bank Research Observer, 31(2), 242–270. https://doi.org/10.1093/wbro/lkw004

Langer, L., & Stewart, R. (2014). What have we learned from the application of systematic review methodology in international development? A thematic overview. Journal of Development Effectiveness, 6(3), 236–248. https://doi.org/10.1080/19439342.2014.919013

Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019). A narrative systematic review of life skills education: Effectiveness, research gaps and priorities. International Journal of Adolescence and Youth, 24(3), 362–379. https://doi.org/10.1080/02673843.2018.1479278

Newman, M., Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins, (Eds.), Systematic reviews in educational research. Springer VS. https://doi.org/10.1007/978-3-658-27602-7_1

Oliver, S., Bangpan, M., Stansfield, C., & Stewart, R. (2015). Capacity for conducting systematic reviews in low-and middle-income countries: A rapid appraisal. Health Research Policy and Systems, 13(23), 1–8. https://doi.org/10.1186/s12961-015-0012-0