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<p>Sustainable Development Goal 6 (SDG 6) underscores the urgency of clean water and sanitation, requiring innovative approaches in science education. Integrating computational thinking (CT) with project-based learning (PjBL) offers a promising pathway to equip students with problem-solving and creative skills for addressing water sustainability challenges. This study presents a bibliometric review of 271 global research published between 2016 to July 2025, examining trends, leading contributors, and thematic shifts at the intersection of CT, PjBL, and SDG 6 in science education. Publications were retrieved from Scopus and Web of Science and analyzed using the Bibliometrix/Biblioshiny platform. Results reveal a sharp increase in scholarly output over the past decade, with leading contributions concentrated in the Spain, UK, USA, China, and several European countries, while regions most affected by water scarcity remain underrepresented. Keyword networks and thematic maps highlight three dominant clusters—pedagogical innovation, environmental sustainability, and socio-cultural engagement—yet show that direct integration of CT and PjBL based approaches into water and sanitation education is still limited. These insights emphasize the need for stronger interdisciplinary linkages between pedagogy, sustainability policy, and local contexts. The findings provide practical guidance for curriculum developers, teacher-training programs, and policymakers seeking to embed CT-enhanced PjBL in science education to advance SDG 6 and foster learners’ capacity to address real-world water and sanitation challenges.</p>

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Bibliometric mapping of computational thinking and project based learning research in science education for advancing SDG 6

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月27日

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  • Imam Samodra,
  • Fitria Rahmawati,
  • Baskoro Adi Prayitno

摘要

Sustainable Development Goal 6 (SDG 6) underscores the urgency of clean water and sanitation, requiring innovative approaches in science education. Integrating computational thinking (CT) with project-based learning (PjBL) offers a promising pathway to equip students with problem-solving and creative skills for addressing water sustainability challenges. This study presents a bibliometric review of 271 global research published between 2016 to July 2025, examining trends, leading contributors, and thematic shifts at the intersection of CT, PjBL, and SDG 6 in science education. Publications were retrieved from Scopus and Web of Science and analyzed using the Bibliometrix/Biblioshiny platform. Results reveal a sharp increase in scholarly output over the past decade, with leading contributions concentrated in the Spain, UK, USA, China, and several European countries, while regions most affected by water scarcity remain underrepresented. Keyword networks and thematic maps highlight three dominant clusters—pedagogical innovation, environmental sustainability, and socio-cultural engagement—yet show that direct integration of CT and PjBL based approaches into water and sanitation education is still limited. These insights emphasize the need for stronger interdisciplinary linkages between pedagogy, sustainability policy, and local contexts. The findings provide practical guidance for curriculum developers, teacher-training programs, and policymakers seeking to embed CT-enhanced PjBL in science education to advance SDG 6 and foster learners’ capacity to address real-world water and sanitation challenges.