MAPPING THE INTELLECTUAL STRUCTURE OF PROJECT-BASED LEARNING AND CRITICAL THINKING RESEARCH: A BIBLIOMETRIC STUDY

Abstract

This study provides a comprehensive bibliometric analysis of research on project-based learning and critical thinking in higher education. In the context of ongoing transformations in global education, the development of critical thinking has become a key priority, while PBL is increasingly recognized as an effective student-centered approach to support this objective. The study aims to map the intellectual structure, identify major research trends, and examine the patterns of scientific production in this field. The research is based on data retrieved from the Scopus database, covering the period from 2005 to 2022. Bibliometric methods were employed to analyze publication dynamics, leading countries, influential studies, and thematic structures. The results reveal a steady growth of research interest, a strong interdisciplinary orientation, and a concentration of scientific output in developed countries, particularly the United States. At the same time, regions such as Central Asia remain underrepresented in the global research landscape. The findings highlight the increasing role of PBL in fostering higher-order thinking skills and confirm its relevance in contemporary higher education. Moreover, the study identifies key research clusters and emerging directions, providing a structured overview of the field’s evolution. This research contributes to bridging the gap in the literature related to the lack of comprehensive bibliometric mapping and offers valuable insights for researchers, educators, and policymakers seeking to enhance critical thinking through innovative pedagogical approaches