A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends
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Issued Date
2023-04-01
Resource Type
eISSN
22277102
Scopus ID
2-s2.0-85153721651
Journal Title
Education Sciences
Volume
13
Issue
4
Rights Holder(s)
SCOPUS
Bibliographic Citation
Education Sciences Vol.13 No.4 (2023)
Suggested Citation
Narong D.K., Hallinger P. A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends. Education Sciences Vol.13 No.4 (2023). doi:10.3390/educsci13040339 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/81769
Title
A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. This bibliometric review aimed to document these features of the service learning knowledge base. The review analyzed 5615 Scopus-indexed documents on service learning published between 1950 and 2022 through citation, co-citation, and keyword co-occurrence analyses. The analyses uncovered thematic and empirical foci associated with the theory, implementation, and effects of service learning. The review identified engineering education and problem-based learning as related topics of significant interest. In recent years, educators have increasingly experimented with the integration of other active teaching and learning methods into service learning programs. This review suggests that future research examine service learning from the perspectives of public policy, stakeholder engagement, and educating for sustainability. The field would also benefit from additional theorizing on the features that distinguish service learning from other active learning pedagogies.