Trends and Gaps in Active Learning Research: A Bibliometric Inquiry

This study performs 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 analysed using the VOSviewer programme. The findings reveal
that the United States is both the birthplace and 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 a need for further studies in secondary and high school education, teacher
training, and medical education. In addition, it was concluded that the number of studies on
critical thinking in active learning was low and that there should be an increase in studies that
include students from secondary and high schools, teacher training institutes, medical
education, etc. 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,