Scientific Mapping Research on the Integration of the PjBL Model and Sustainable Development: A Bibliometric Analysis

Cindy Fatika Jeansky Tasilipet; Asrizal Asrizal; Festiyed Festiyed; Harman Amir

doi:10.24036/jipt/vol4-iss2/173

Authors

Cindy Fatika Jeansky Tasilipet Department of Physics, Universitas Negeri Padang, Indonesia.
Asrizal Department of Physics, Universitas Negeri Padang, Indonesia.
Festiyed Departement of Physics, Padang State University, Padang
Harman Amir Department of Physics, Universitas Negeri Padang, Indonesia.

DOI:

https://doi.org/10.24036/jipt/vol4-iss2/173

Keywords:

Bibliometric Analysis, Education for Sustainable, Development Project-Based Learning , VOSviewer

Abstract

This study examines the trajectory of research on the integration of Project-Based Learning (PjBL) and Education for Sustainable Development (ESD) in advancing 21st-century competencies. A bibliometric approach was applied using Scopus-indexed publications from 2010 to 2025, analyzed through VOSviewer with network, overlay, and density visualizations. The findings indicate a substantial increase in publication output, particularly after 2020, reflecting growing academic interest in sustainability-oriented learning. The results also reveal a multidisciplinary expansion covering higher-order thinking, collaborative learning, curriculum development, and technological integration, alongside a shift toward more contextual and complex pedagogical approaches. The research landscape is dominated by contributions from social sciences and developed countries, although developing countries show increasing participation. In terms of competencies, PjBL mainly promotes critical thinking, while ESD emphasizes creativity and innovation. However, the dominance of non-quartile publications highlights the need to improve methodological rigor and strategic publication practices.

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