This study investigates how science learning environments in higher education have been researched and proposes methodological approaches for future studies. Through a state-of-the-art review, this study identifies a predominant reliance on inventory-based methods which provide valuable insights but often overlook the interplay between psychosocial and physical dimensions and the dynamic nature of learning environments. Science education extends beyond classrooms to laboratory and field settings, yet these are under-researched. This article argues for integrated, pragmatic, and holistic approaches that combine qualitative and quantitative methods to enhance understanding and improve science education. With a holistic approach we can expand the knowledge of pedagogical practices as well as designing study and learning environments that foster students’ deep engagement and learning.