Ita Nuryana, Bambang Sugeng, Etty Soesilowati, Endang Sri Andayani
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Critical thinking in higher education: a bibliometric analysis
Purpose
Critical thinking (CT) in higher education institutions (HEIs) is rarely examined using bibliometric methods to provide a better reference path for future research. This study aims to provide a broad survey of the bibliometric literature on CT in HEIs.
Design/methodology/approach
Compiled from the Scopus database, there were 670 articles published from 2018 to 2022 analyzed in the study. VOSviewer software was also used to analyze co-authorship, co-occurrence and citation.
Findings
The results showed that the CT research literature was mainly published in the US However, the highest number of citations was from Australian authors. The most frequent keywords were CT, skills and higher education.
Research limitations/implications
Due to the high variability of assessment strategies for each study, the current study suggests that further research focuses on the global assessment model of CT in HEIs.
Originality/value
To the best of the research’s knowledge, the study on CT in higher education with bibliometric analysis is rarely explored.
期刊介绍：
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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