Abstract
One of the most significant needs in technical communication is to teach students how to communicate complex technical information. This paper systematically reviews the literature to map technical communication (TC) pedagogical strategies and theoretically underpinned approaches. The overall purpose is to illuminate patterns and trends in research that describe TC pedagogy, specifically learning objectives, method of delivery, content, assessment strategies, and theoretical frameworks. Following PRISMA guidelines, the study conducted detailed content analysis on 39 publications from 2017 to 2023 based on specific inclusion criteria.. Results show increasing trends in interdisciplinary, inclusive, and technology-driven approaches and recurrent themes of student-centered objectives, technology-based delivery, and diverse assessments, with Rhetorical Theory being the dominant theoretical framework in TC pedagogy research. Based on the findings, it is recommended that future research and practice in TC pedagogy prioritize the integration of comprehensive theoretical frameworks, such as social constructivism, genre theory, and rhetorical theory, to enhance the effectiveness of teaching strategies and better prepare students for the evolving demands of the modern workforce.
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