Trends and gaps in active learning research: A bibliometric inquiry

Abstract

This study conducts a comprehensive bibliometric analysis of research on active learning in education, focusing on key themes, influential works, and trends in the field. A total of 519 studies on active learning were analyzed using the VOSviewer program. The findings reveal that the United States is both the birthplace and the most prolific contributor to active learning research. Notably, co-word analysis indicates frequently occurring keywords such as critical thinking, creativity, cognitive development, active learning in education, and teacher education. Results suggest a relatively low volume of research focused on critical thinking within active learning, highlighting the need for further studies in secondary and high school education, teacher training, and medical education. Additionally, it was concluded that the number of studies on critical thinking in active learning is low and that there should be an increase in studies including students from secondary and high schools, teacher training institutes, and medical education as samples. Overall, this interdisciplinary analysis reveals shifts toward collaborative and digital learning environments, providing insights that can guide educators and policymakers in implementing evidence-based active learning strategies to enhance student engagement and academic outcomes, ultimately advancing the field's understanding of active learning's role in modern education.