The present study aims to review previous research on Cognitive Load Theory and its implementation for students’ learning outcomes and educational achievements in Iran and throughout the world from 2000 to 2024. To achieve this, a literature search was conducted in reputable domestic and foreign databases such as the ACECR Scientific Information Database, Magiran, Noormags, Comprehensive Portal of Humanities, ERIC, Science Direct, Francis & Taylor, Google Scholar, and some other websites using English and Persian keywords for Cognitive Load Theory, learning and educational achievements. The papers were qualitatively assessed using checklists. From the overall 120 sought papers, 25 papers were finally examined after reviewing their titles, considering their involvement criteria, and a detailed study of them. As the Literature Review sections showed, the analysis of the papers had focused on 23 core and 6 subsidiary factors. From the core group, the Impact of Teaching by Cognitive Load on Students’ Learning and the Impact of Teaching by Cognitive Load on Students’ Retention had the most frequencies. The major factors were organized and coded into six subtitles: Learning Improvement, Adjustment Dimensions, Cognitive and Metacognitive Skills, Educational Progress and Achievement, Educational Skills, and Motivational Dimension for the larger group of Implementation of Cognitive Load Theory for Students’ Learning and Educational Achievement.
