Experiential Learning in Engineering Education: A Bibliometric Analysis of Perceptions and Transformations

Experiential learning has emerged as a central approach in engineering education, fostering student engagement, problem-solving, and professional skill development. To map this evolving field, a bibliometric analysis was conducted using data retrieved from Scopus on 1 September 2025, covering 694 publications from 2010 to 2024. Analyses with VOSviewer examined publication trends, keyword co-occurrence, and collaboration patterns. Results show steady growth, with a sharp increase after 2020, driven by digital transformation and the COVID-19 pandemic. Four thematic clusters were identified: (1) project- and problem-based learning, (2) student engagement and perceptions, (3) technology-enhanced learning, and (4) professional development and sustainability. The United States dominates output and citations, while Denmark and Portugal lead through influential scholars and institutions such as Aalborg University and the University of Minho. Collaboration remains fragmented, with limited cross-regional links. The study highlights strengths, gaps, and opportunities, offering guidance for educators, policymakers, and researchers to advance experiential learning in engineering education.