Blended Learning as a Catalyst for Critical Thinking in Higher Education: A Bibliometric Review (2015–2025)

Nurfitri Ramadana, Ameh Timothy Ojochegbe, Nadya Viranti Khamsiah, Yayan Golis Firnando

Abstract


The advancement of information technology has driven the implementation of blended learning in higher education as an effective approach to enhance students’ critical thinking skills. Therefore, this study aims to conduct a comprehensive bibliometric analysis to map global research trends, identify the most productive authors and institutions, and explore thematic developments in studies related to blended learning and critical thinking. This research employs a bibliometric approach using data retrieved from the Scopus database, covering publications from 2015 to 2025. Data analysis was performed using VOSviewer and R Bibliometrix software to visualize author collaboration networks, keyword co-occurrence, and thematic evolution. A total of 165 documents were analyzed to identify publication trends, collaboration patterns, and dominant research themes in the field. The results show a significant increase in publications on blended learning and critical thinking, with an average annual growth rate of 12.22% during the 2015–2025 period. This study involved 512 authors from 117 publication sources, with an international collaboration rate of 15.15%. Universitas Negeri Padang recorded the highest number of publications, followed by Yogyakarta State University and Indonesia University of Education, while the United States, the United Kingdom, and Indonesia were identified as the main global contributors. Keyword analysis revealed that critical thinking, higher education, flipped classroom, and problem-based learning are dominant themes, reflecting a shift toward the integration of innovative learning approaches. This study implies the importance of international and interdisciplinary collaboration to strengthen both the theoretical understanding and practical implementation of blended learning as an effective strategy for developing critical thinking and 21st-century skills in higher education.

Keywords


Blended Learning; Problem-Based Learning; Critical Thingking; Flipped Classroom; Learning systems; curricula

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DOI: https://doi.org/10.59247/jtped.v1i1.34

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Copyright (c) 2024 Nurfitri Ramadana, Ameh Timothy Ojochegbe, Nadya Viranti Khamsiah, Yayan Golis Firnando

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