Developing students’ information problem solving (IPS) competence in higher education is imperative. However, existing theoretical frameworks describe IPS learning outcomes without guiding effective learning environment design. This systematic review and meta-analysis synthesized empirical evidence to formulate design principles for developing IPS competence. A systematic search across seven academic databases yielded 69 peer-reviewed articles from 2000–2023 with controlled pretest-posttest designs targeting (under)graduate students. Analysis of these studies yielded seven design principles: learning task, instruction, modeling, practice, learning activities, support, and feedback, with meta-analyses validating key relationships. The IPS educational design principles (IPS-EDP) model summarizes how these principles address learning outcomes, teaching and learning activities, and assessment strategies. While our review covered all IPS components, empirical evidence predominantly addressed information search and selection,
