This study presents a systematic review of 38 empirical studies about big ideas published between 2010 and 2022 in various disciplines. The review scrutinised the conceptualisation of the big idea in the identified studies and its application in educational practices such as standards, curricula, textbooks, school-based curriculum reforms, and classroom teaching. Additionally, the review synthesised the benefits and challenges of incorporating big ideas into classroom instruction in different subject areas, followed by a methodological review that identified and compared the research approaches employed in the literature. The critical analysis of key findings indicates that the implementation of big ideas in education is still in its infancy stage, with complex issues surrounding its practice and research. These challenges include exploring how big ideas-based education can advance educational equity, addressing deficiencies in assessment strategies and activities, bridging gaps in research evidence concerning the effectiveness of big ideas-based instruction, and assisting teachers in identifying and teaching big ideas through teacher education. The review offers practical recommendations to address these challenges in big ideas-based education and proposes directions for future research.