Blended Learning as a Catalyst for Critical Thinking in Higher Education: Trends and Transformation

Abstract

Technological innovations in education represent a complex system that requires various dynamics and levels of analysis to understand the context, especially in blended learning. The aim of this study is to identify promising trends in the implementation of blended learning in higher education with the capability of critical thinking. This research uses bibliometric analysis to explore the development of topics related to blended learning and critical thinking in publications from 2015 to 2025. The analysis shows a significant growth in publications with an average annual growth rate of 12.22%. Of the 620 documents found, 165 met the inclusion criteria for further analysis. The findings indicate that blended learning is increasingly recognized as an effective model in enhancing student engagement, higher-order thinking skills, and facilitating collaboration and discussions through the integration of digital technologies. However, challenges related to technological readiness and infrastructure remain obstacles to optimal implementation. This study also provides insights into the future research directions, international collaborations, and potential research themes that could strengthen the role of blended learning in the transformative development of higher education