The aim of this study is to unveil research in science education addressing societal issues by a systematic review of peer-reviewed articles written in English and published between 2007 and 2017. Hofstein, Eilks, and Bybee (2011) found that education is not in line with the interests and needs of neither the society, nor the majority of the students’ interests. They also claim that students do not find the science classes interesting and by that, the possibility to affect the students’ way of acting in the future becomes limited. As societal issues are strongly connected to current problems, the reason for limiting the timespan is to keep focus on articles addressing the challenges we face in our society currently. A research review design was outlined (Hart, 2014). Peer-reviewed international scientific English-language articles at ERIC EBSCO, were searched to try to find what kind of research have been published on the topic. ERIC was invented in 1966 and provides access to 1.5 million bibliographic records. The first search with the search words “education” and “societal challenges” resulted in 91 hits. The analysis has been done in several steps (Cooper & Vanetine, 2008), finding including and excluding criteria while analyzing the abstracts, and then analyzing research aims, questions, methods and results. The results present the research conducted, but also the research areas not yet studied.