Scientific Mapping of Problem-Based and Project-Based Learning for Environmental Literacy Education: A Bibliometric and Content Analysis

This research project, entitled “Scientific Mapping of Problem-Based and Project-Based Learning for Environmental Literacy Education: A Bibliometric and Content Analysis,” aims to examine the global development of research on Problem-Based Learning (PBL), Project-Based Learning (PjBL), and environmental literacy (EL) within the framework of Education for Sustainable Development (ESD). The study was motivated by the growing need for sustainability-oriented education in response to global environmental challenges such as climate change, pollution, biodiversity loss, and unsustainable resource use. Although PBL and PjBL are increasingly recognized as effective student-centered pedagogies for fostering critical thinking, collaboration, problem-solving, and environmental awareness, the intellectual structure and thematic evolution of this field remain insufficiently synthesized. This study therefore seeks to systematically map publication trends, institutional collaborations, thematic clusters, methodological patterns, and research gaps related to PBL/PjBL-based environmental literacy education, with particular attention to science and chemistry education contexts and their alignment with the Sustainable Development Goals (SDGs), especially SDGs 4, 12, and 13. The research integrates bibliometric science mapping and systematic content analysis by analyzing Scopus-indexed publications published between 2011 and 2026 using the PRISMA 2020 framework, VOSviewer, and the Bibliometrix R package. In addition, the selected studies were systematically coded according to educational level, learning approach, learning outcomes, SDG integration, and research methodology. The expected outcomes of this project include a comprehensive overview of the intellectual and pedagogical development of environmental literacy education through PBL and PjBL approaches, identification of emerging trends and underexplored areas, and practical recommendations for educators, curriculum developers, and policymakers seeking to strengthen sustainability-oriented science education. The study is also expected to contribute to the development of more integrated, interdisciplinary, and evidence-based approaches to environmental literacy education, particularly within chemistry and environmental chemistry education, while increasing the visibility of Global South contributions, especially from Indonesia, within international sustainability education research networks.