Mapping Research Trends in Experiential Learning and Design Thinking for Science Teacher Education

Abstract

This study explores research trends in Experiential Learning and Design Thinking for science teacher education through a PRISMA-guided systematic review and bibliometric analysis. A total of 237 Scopus-indexed publications (2020–2025) were analyzed to identify thematic clusters, methodological developments, and scholarly collaboration. The findings highlight growing global interest in AI literacy, experiential pedagogy, and digital instructional innovation. Six thematic clusters emerged: AI education and computational thinking, digital curriculum platforms, experiential learning models, design-based pedagogy, teacher professional development, and AI ethics and digital competence. Bibliometric mapping illustrates a multidisciplinary convergence among education, computer science, and engineering. Furthermore, ethical considerations, platform equity, and empirical validation remain pressing research needs. By integrating qualitative synthesis and quantitative bibliometric insights, this study provides a conceptual foundation for advancing AI-enhanced science teacher education and guiding future research in innovative pedagogy. The thematic findings further offer insights for designing reflective, inclusive, and evidence-based teacher preparation programs.