The evolution of service learning in engineering education: a bibliometric review of research (1995–2023)

ABSTRACT

Service learning has evolved into one of the prominent experiential learning pedagogies used in engineering. Nonetheless, educators lack a comprehensive review that encompasses the full literature in engineering education. This review analysed 837 Scopus-indexed documents published between 1995 and 2023. Descriptive analysis revealed a steadily growing body of research. Although a majority of the service learning documents were authored in the United States, there was evidence of increasing geographic diversity. Co-citation analysis identified three thematic pillars in this literature: Project-based Service Learning, Integration of Service Learning, and Student Experience and Learning Outcomes. Keyword co-occurrence analysis underscored an increasing focus on community engagement, student perceptions and experiences, empathy and human-centered design, and sustainability. Future research avenues include exploring service learning in diverse contexts, advancing theoretical frameworks, examining intersections with other active pedagogies, incorporating perspectives from a wider range of stakeholders, and investigating further the integration of sustainable practices and emerging technologies into service learning initiatives.

KEYWORDS:

• Service learning
• engineering education
• experiential learning
• systematic review
• bibliometric review
• science mapping

Data availability statement

Publicly available datasets were analysed in this study. This data can be found here: heps://www.scopus.com.

Disclosure statement

The authors affirm no conflict of interest. The funder played no part in the study's design, data collection, analysis, interpretation, manuscript writing, or decision to publish the findings.

Additional information

Funding

This work was supported by the ASEAN Centre for Sustainable Development Studies and Dialogue (ACSDSD), Mahidol University, Bangkok, Thailand.

Notes on contributors

David Kongpiwatana Narong

David Kongpiwatana Narong is pursuing PhD in the sustainable leadership program and is a doctoral research fellow at the ASEAN Centre for Sustainable Development Studies and Dialogue (ACSDSD) within the College of Management at Mahidol University, Bangkok, Thailand. His research focus encompasses engineering, education and sustainability. He earned his undergraduate degree in engineering and graduate degrees in quality assurance, business administration and education. He has over 20 years of industry experience. He is a licensed professional engineer, a certified project management professional and a certified project controls professional. His core values are rooted in diversity and inclusion, excellence and respect and a lifelong commitment to learning.

Philip Hallinger

Professor Dr. Philip Hallinger is the Global Talent Professor of Management in the College of Management, Mahidol University (Thailand) and a distinguished visiting professor in the department of educational leadership and management at the University of Johannesburg (South Africa). In 2014, Professor Hallinger received the Roald F. Campbell Award for Distinguished Lifetime Achievement from the University Council for Educational Administration in the United States and the Excellence in Research Award from the AERA. His research interests span school leadership, simulation-based learning, problem-based learning and sustainable development.