Mapping Global Research Trends on Problem-Based Learning Integrated with STEM and Artificial Intelligence in Education: A Bibliometric Analysis

Abstract

This study presents a bibliometric analysis of global research on Problem-Based Learning (PBL) integrated with STEM and Artificial Intelligence (AI) in education. Although previous studies have separately explored STEM education, problem-solving skills, and AI-supported learning, limited research has systematically mapped the convergence of PBL, STEM, and AI within a unified educational framework. Therefore, this study aims to analyse publication trends, influential contributors, and thematic developments within this emerging interdisciplinary field. Data were retrieved from the Scopus database using a PRISMA-guided search strategy, resulting in 477 publications included in the final analysis. Bibliometric indicators were generated using biblioMagika®, while OpenRefine and VOSviewer supported data harmonisation and visualisation. The findings reveal substantial growth in publication productivity, particularly after 2014, indicating increasing scholarly attention towards PBL integrated with STEM and AI. The United States emerged as the leading contributor in publication output and citation influence. Co-occurrence analysis identified major thematic clusters related to active learning, engineering education, critical thinking, collaboration, educational technology, and artificial intelligence. Overall, this study contributes to the understanding of the intellectual structure and evolving research landscape of PBL integrated with STEM and AI in education while highlighting emerging directions for future research.