Integrating Blended Learning in Engineering Education, a Bibliometric Study of Research Trends and Impact
Main Article Content
Abstract
Blended learning has become a prominent approach in engineering education, integrating face-to-face and online modalities. Despite its increasing adoption, research on this topic remains underexplored in a systematic manner. The study applies a bibliometric mapping analysis to examine the evolution of blended learning research in engineering education from 2014 to 2024. A total of 180 peer-reviewed journal articles were retrieved in June 2025 from Scopus and ERIC, and analyzed using VOSviewer and Microsoft Excel. The study identifies publication trends, influential authors, journals, institutions, and countries, and visualizes co-authorship and keyword co-occurrence networks. Findings reveal a post-2020 surge in publications, with significant contributions from North America and Europe, particularly Purdue University. Keyword clustering analysis highlights five thematic directions: course design, learning environments, institutional frameworks, student outcomes, and motivation. Despite these advancements, gaps remain in systemic implementation, longitudinal evaluation of graduate competencies, and cross-regional collaboration. This study offers a comprehensive, data-driven synthesis that not only consolidates the existing literature but also provides actionable insights for researchers, educators, and policymakers. By linking bibliometric evidence to established learning theories, the findings inform both academic research and institutional strategies, and set clear priorities for advancing blended learning as a sustainable and impactful component of engineering education worldwide.
Keywords
Blended learning, engineering education, keyword co-occurrence, scientific mapping, VOSviewer
Article Details
References
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