In an era marked by widespread misinformation and declining trust in scientific authority, educational responses to conspiracy theories, pseudoscience, and paranormal beliefs have become increasingly important. This chapter presents a systematic review that aims to identify and analyze pedagogical approaches and instructional strategies addressing these belief systems. The review involved a comprehensive search across three major academic databases resulting in 14 studies that met the inclusion criteria. The findings are organized into five key themes: (1) beyond epistemic approaches to conspiracy theories, (2) rethinking the role of educators and academics in addressing conspiracy beliefs, (3) educational approaches for addressing unwarranted beliefs, (4) classroom practices and implementation recommendations, and (5) student competencies to counter unwarranted beliefs. The reviewed studies are discussed in detail under each of these themes. Overall, this chapter calls for a comprehensive and context-aware educational response to unwarranted beliefs. It emphasizes the limitations of purely epistemic approaches and highlights the importance of addressing social, emotional, and ethical dimensions.