Science is part of the educational curricula, and its teaching is the responsibility of teachers. Since 2000, scholars from The Organisation for Economic Co-operation (OECD) countries have been tested in science by the Programme for International Student Assessment (PISA), despite the diversity in national higher education systems. This requires a global perspective on teaching methods and the scientific competencies of teachers. This systematic review addresses scientific knowledge among educators and the strategies for improving this knowledge in higher education. The twenty-five articles were evaluated following PRISMA guidelines. Five large databases (WOS, Scopus, Proquest, EbscoHost and PubSyc) were searched systematically using the main concept of scientific literacy in the target group: teachers, pre-service teachers, and educators involved in science education. Google Scholar was also examined to avoid publication bias. The procedure was guided by the CADIMA Software to ensure transparency and accuracy. The findings indicate medium or low levels in scientific literacy (SL) and low scores in the nature of science (NOS) among the sample. Explicit instruction, such as inquiry-based, solving-problem, and modelling approaches, could enhance the teaching and learning of science by improving the depth of knowledge current and future teachers transfer to their pupils.