Background and Aim: Problematization represents a pivotal approach in behavioral sciences, especially within educational and academic contexts. It involves identifying innovative challenges and opportunities in learning and teaching, thereby influencing educational and research processes to foster progress. This study aims to delineate the meaning and concept of problematization in behavioral sciences, while exploring its implementation methods and outcomes in university settings.
Method: Employing a meta-synthesis methodology, this research conducted a systematic review of pertinent studies. Diverse definitions of problematization were extracted from databases including Scopus, PubMed, ScienceDirect, and Google Scholar. The search utilized targeted keywords such as "problematization," "meaning and concept of problematization," "methods of implementing problematization," and "consequences of problematization," encompassing scientific articles, theses, and research reports.
Findings: Problematization manifests in multiple forms across educational and non-educational domains. Analysis of 27 definitions yielded 81 key concepts, categorized into 10 sub-dimensions and further consolidated into four primary dimensions: procedural, technical, strategic, and achievement-oriented. These findings highlight the distinction between a problematizing approach and a problem-centered one, demonstrating how sub-dimensions such as "holistic perspective" and "defamiliarization" can enhance critical thinking competencies in students. Focusing on the strategic dimension of problematization provides the capacity to prevent challenges.

Conclusion: As a proactive strategy, problematization is essential for anticipating challenges, revitalizing obsolete educational and research methodologies in universities, and enhancing preventive capacities. It facilitates informed decision-making at micro levels and supports future-oriented, wisdom-based societal development at macro levels. Recommendations are provided for educators and researchers to refine problematization practices. These proposals, if implemented in a dynamic and integrated manner, can transform the ecosystem of humanities in Iran from a reactive, knowledge-consuming system into a generative epistemic system. Such a system would be characterized not by mere responsiveness but by inherent problematization, moving beyond imitation to establish genuine intellectual authority."