Computer Science editorial
Open AccessOA2025
Mapping Research Trends in Experiential Learning and Design Thinking for Science Teacher Education
This digest synthesizes a systematic review and bibliometric analysis of 237 Scopus-indexed publications (2020–2025) on experiential learning and design thinking in science teacher education. It identifies six thematic clusters and highlights AI literacy, digital innovation, and ethical considerations as key research frontiers.
S. Techakosit; Teerapop Rakngam; Jarumon Nookong; P. Wannapiroon· International Journal of Instruction· 2025· DOI 10.29333/iji.2025.18436a
The core problem
The integration of Experiential Learning and Design Thinking in science teacher education has garnered increasing attention as educators seek to prepare teachers for dynamic, technology-rich classrooms. This study addresses the need to map research trends in this domain, providing a comprehensive overview of scholarly output from 2020 to 2025. By employing a PRISMA-guided systematic review and bibliometric analysis, the authors aim to identify thematic clusters, methodological developments, and collaboration patterns. The research is motivated by the growing global interest in AI literacy, experiential pedagogy, and digital instructional innovation, and seeks to offer a conceptual foundation for advancing AI-enhanced science teacher education.
Innovation
The study utilized a PRISMA-guided systematic review combined with bibliometric analysis. A total of 237 Scopus-indexed publications from 2020 to 2025 were analyzed. The bibliometric approach involved mapping co-authorship, co-occurrence of keywords, and citation networks to identify thematic clusters and collaboration patterns. Qualitative synthesis was integrated with quantitative bibliometric insights to provide a comprehensive understanding of the research landscape. The analysis focused on identifying methodological developments and scholarly collaboration within the fields of education, computer science, and engineering.
Introduction
The integration of Experiential Learning and Design Thinking in science teacher education has garnered increasing attention as educators seek to prepare teachers for dynamic, technology-rich classrooms. This study addresses the need to map research trends in this domain, providing a comprehensive overview of scholarly output from 2020 to 2025. By employing a PRISMA-guided systematic review and bibliometric analysis, the authors aim to identify thematic clusters, methodological developments, and collaboration patterns. The research is motivated by the growing global interest in AI literacy, experiential pedagogy, and digital instructional innovation, and seeks to offer a conceptual foundation for advancing AI-enhanced science teacher education.
Why it matters
The results indicate that research in experiential learning and design thinking for science teacher education is increasingly interdisciplinary, with significant contributions from computer science and engineering. The emergence of AI ethics and digital competence as a distinct cluster underscores the growing recognition of ethical challenges in technology-enhanced education. However, the study also identifies pressing research needs: ethical considerations, platform equity, and empirical validation remain underexplored. The thematic findings offer insights for designing reflective, inclusive, and evidence-based teacher preparation programs. Future research should address these gaps to ensure equitable and effective integration of AI and digital tools in science education.
Who should read this
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