Creative Pathway in the Development of Scientific Literacy in Higher Education: A Systematic and Bibliometric Review of Transformational Trends and Practices

The concept of scientific literacy in higher education

Scientific literacy has emerged as a foundational competency in higher education, reflecting the growing demands of a knowledge-based society that requires individuals to critically engage with scientific information in both academic and everyday contexts. According to (Shafait, 2021), “Scientific literacy is not just about knowing science content, but about being able to use scientific knowledge to make informed decisions and participate in civic life.” This perspective aligns with the broader framework of 21st century education, which integrates scientific reasoning with ethical awareness and social responsibility. (Yustina, 2020) emphasize that “students in higher education must be equipped not only with factual knowledge, but also with the ability to question, investigate, and communicate science effectively.” This illustrates that the scope of scientific literacy extends beyond memorization of concepts and includes analytical, evaluative, and communicative dimensions. In this context, scientific literacy becomes a multi-layered construct that combines cognitive, procedural, and epistemic knowledge that students need to navigate complex realities.

Recent developments in higher education have shown a growing interest in integrating scientific literacy with interdisciplinary and student-centered approaches. (Campillo-Ferrer, 2020) argue that “scientific literacy is best developed through active engagement in inquiry, project-based learning, and real-world problem solving.” This aligns with the shift from teacher-centered instruction to models that promote exploration and creativity as central to learning. As a result, many universities have begun to embed scientific literacy not only into science-related courses but also into general education curricula. However, challenges remain, particularly in terms of designing curricula that balance content mastery with inquiry-based processes, especially in countries where traditional didactic teaching methods still dominate. (Sahibzada, 2020) state that “while institutions recognize the importance of scientific literacy, its practical implementation is often hindered by rigid assessment standards and lack of training for faculty.” Therefore, the development of scientific literacy in higher education must be seen not only as a curricular priority but also as a systemic transformation that involves pedagogy, policy, and professional development.

Creative pathways in learning: Theory and practice

Creative learning pathways are gaining increasing attention in global education systems, which demand that students become adaptive, innovative, and critical thinkers. (San-Martín, 2020) state that “creative learning is not an optional element, but rather a core component of a holistic 21st-century education.” This statement emphasizes that the development of creativity is no longer limited to the arts or design, but has become an essential part of all disciplines, including the sciences and humanities. (Phi, 2021) describe creative learning as “an approach that encourages students to explore, take risks, and construct knowledge through meaningful and often unexpected learning experiences.” This indicates a shift in pedagogical orientation from a uniform instructional model to one that values originality, divergent thinking, and open inquiry. In this context, creative pathways are understood not merely as a learning method, but as an epistemological perspective that places equal importance on the learning process as much as on the outcome.

Creative pathways in learning are implemented through various strategies such as project-based learning, design thinking, STEAM integration, and transdisciplinary collaboration. (Kijima, 2021) note that “creative pedagogy encourages students to combine cognitive and affective domains by engaging in imaginative, reflective, and collaborative tasks.” This approach enables learners to connect scientific knowledge with their personal experiences and social contexts, resulting in deeper understanding and increased engagement. Furthermore, creative learning also strengthens higher-order thinking skills such as synthesis, evaluation, and innovation skills increasingly needed in the modern workplace and society. However, the implementation of creative pathways in institutional settings still faces various challenges. (Pellas, 2023) note that “educators often struggle to align creative pedagogy with rigid curricula and standardized assessments.” Therefore, while the theoretical basis for creative learning is strong, its practical realization requires institutional flexibility, professional training, and a shift in academic culture that values creativity as an integral part of educational quality.

Bibliometric approach in mapping educational research

The bibliometric approach is a quantitative method used to analyze scientific publication patterns, literature growth, and the structure of knowledge within a research field. In the educational context, bibliometrics is a crucial tool for understanding how academic trends evolve, who the key actors are in the scientific community, and how specific educational issues gain global attention (Iatsyshyn, 2020). (AlAli, 2022) explain that “bibliometrics is a systematic approach to evaluating and visualizing scientific literature using statistical techniques based on publication metadata.” Through bibliometric analysis, researchers can explore dimensions such as the number of publications, citations, collaborations between authors, and the geographic distribution of a topic. This allows researchers not only to access knowledge but also to understand how it is structured and disseminated globally.

One of the advantages of the bibliometric approach is its ability to produce visual mapping of the relationships between concepts, topics, and authors within the scientific literature network. Software such as VOSviewer, Bibliometrix (R Studio), and CiteSpace allow users to analyze keyword co-occurrence, co-authorship, and co-citation relationships in the educational literature (Khalid, 2020). According to (Elfeky, 2021), “bibliometrics provides valuable strategic insights for researchers and policymakers to identify emerging and underdeveloped research areas.” In education, this approach has been used to map trends in topics such as online learning, STEM education, educational technology, and school leadership. Thus, bibliometrics is not only a technical method but also a conceptual framework capable of contributing to developing a more focused and evidence-based research agenda.

Bibliometric mapping is highly relevant because it can demonstrate how a concept develops across disciplines and regions. For example, a bibliometric study of scientific literacy can demonstrate the link between science education, creative pedagogy, and the use of digital technology in developing student competencies. (Peña, 2021) stated that “bibliometrics not only show who writes and where they publish, but also why and how scientific ideas are interconnected to form a knowledge ecosystem.” Furthermore, bibliometrics is also a reflective tool that educational institutions can use to evaluate their research performance and determine the strategic direction of scientific development. Therefore, this approach is increasingly used in systematic literature reviews, particularly to explore paradigm shifts and practices in education.

Bibliometric approaches also have limitations that require critical examination. Some critics argue that bibliometrics rely too heavily on quantitative data and index databases such as Scopus or Web of Science, which can overlook the quality of content or contextual contributions of specific research (Ansari, 2020). Furthermore, differences in language and access to publications can create biases against literature originating from developing countries. (Álvarez-Huerta, 2021) state that “bibliometric mapping results must always be interpreted taking into account the social, cultural, and policy contexts that influence the publication process.” Therefore, it is important to combine bibliometric analysis with qualitative or narrative approaches to achieve a more holistic and meaningful understanding of the dynamics of educational research. Nevertheless, with careful methodological management, bibliometric approaches remain invaluable tools for constructing knowledge maps, formulating research policies, and strengthening cross-border academic collaboration.

Despite the growing body of research on creative approaches and scientific literacy, existing studies remain fragmented across disciplinary boundaries and often focus on isolated pedagogical practices without examining global research patterns, collaboration structures, or thematic evolution over time. Moreover, few studies integrate bibliometric mapping with qualitative thematic synthesis to provide a comprehensive overview of how creative pathways function as a systemic strategy in higher education. This gap underscores the need for a systematic and bibliometric analysis that captures both the structural and conceptual dynamics of creativity-based scientific literacy research.

Previous research review

Research by (Zainuri, 2023) shows that “creative learning approaches can strengthen students’ scientific understanding in a more contextual and applicable way.” This finding suggests that when students engage in activities that emphasize the exploration of ideas, critical reflection, and cross-disciplinary connections, their scientific literacy develops not only conceptually but also in its application to real-world problems. Support for this view is also expressed by (Baumber, 2020) who state that “a learning process that provides space for divergent thinking and the collective construction of creative products can improve students’ ability to assess and communicate scientific information effectively.” This suggests that creative approaches impact not only the cognitive side but also scientific communication literacy skills, which are crucial in facing the complexities of the information age. (Chan, 2024) emphasize that “creative collaboration in the context of higher education is an important means to foster scientific awareness and social responsibility among students.” This means that the integration of creativity and scientific literacy values creates more meaningful and impactful learning.

Another study by (Sajja, 2023) highlighted that “when students were involved in creative design-based learning projects, their ability to analyze scientific data and generate innovative solutions significantly improved.” This indicates that hands-on experience in designing something new encourages students to think scientifically and creatively simultaneously. (Barrett, 2021) found that “exploration- and reflection-based learning strategies proved more effective in fostering scientific literacy than conventional lecture methods.” This means that creative methods that allow for active engagement and personal interpretation encourage students to develop deeper scientific understanding. In a more technological context, (Guan, 2023) stated that “the application of digital technology combined with a creative approach encourages students to synthesize scientific information visually and narratively.” Thus, technology becomes a reinforcement in the transformation of creative pedagogy towards multimodal-based scientific literacy.

(Hardy, 2021) stated in their study that “a transdisciplinary curriculum that emphasizes creativity and open-ended problem-solving contributes significantly to improving scientific literacy at the university level.” This demonstrates that a flexible and cross-disciplinary curriculum design facilitates students’ ability to view scientific issues from a broader perspective. Furthermore, research by (Pozo-Sánchez, 2022) emphasized that “the role of lecturers as creative facilitators is crucial for the successful integration of creative approaches and the strengthening of scientific literacy.” This means that the pedagogical competence of teaching staff in designing activities that stimulate creative and scientific thinking is a key element in the learning ecosystem. (Chang et al., 2022) added that “a learning model that balances art and science can bridge the gap between theoretical understanding and scientific application in everyday life.” This reinforces the assumption that the creative pathway is not only about imagination, but also about transforming scientific knowledge into a more contextual and humanistic form.

Research by (Hursen, 2021) shows that “students’ participation in creative project-based scientific activities improves their ability to assess the validity of information sources and construct logical scientific arguments.” This demonstrates the concrete contribution of creative approaches to the evaluative dimension of scientific literacy. Other findings from (Sanina, 2020) emphasize that “the integration of storytelling techniques in scientific learning allows students to reframe knowledge in a more personal and relevant way.” This approach encourages students not only to understand concepts but also to narrate and share them effectively. In terms of visualization, (Giesenbauer, 2020) found that “the use of digital concept maps and creative illustrations in scientific reporting improves information retention and cross-conceptual understanding.” All these findings consistently demonstrate that creative approaches to learning not only stimulate creativity but also expand the ways in which students construct, convey, and critique scientific information.

Based on the accumulation of various studies, it can be tentatively concluded that the integration of creative approaches in higher education makes a significant contribution to the development of students’ scientific literacy. Creativity is not a separate component of scientific education, but rather an essential foundation that supports the analytical, expressive, and collaborative skills that are at the core of modern scientific literacy. Project-based approaches, scientific narratives, digital exploration, and transdisciplinary design have proven to be strategic pathways in creating learning that not only conveys knowledge but also fosters creative and reflective scientific thinking. Thus, the development of creative pathways in learning can be seen as a systemic response to the challenges of 21st-century education, which demands synergy between innovation, literacy, and the humanization of science within a unified pedagogical framework.

Table 1 presents the categorization of previous studies analyzed using NVivo 14 software, highlighting five major thematic clusters that underscore the strategic role of creativity in advancing scientific literacy in higher education. The first category emphasizes creative learning approaches that promote exploration, reflection, and cross-disciplinary engagement as foundations for strengthening both conceptual understanding and real-world scientific application. The second category focuses on design-based projects and the use of digital tools to enhance students’ analytical thinking, multimodal synthesis, and the ability to generate innovative scientific solutions. Both categories illustrate that active involvement in creative processes enriches the learning experience and cultivates deeper, more applicable scientific competencies.

The remaining three categories broaden the perspective to include curriculum design, evaluation methods, and the systemic function of creativity in scientific literacy development. The third category highlights the importance of a flexible, transdisciplinary curriculum that integrates science and creativity, with educators serving as facilitators of innovation. The fourth category stresses the use of narrative and visualization techniques in scientific tasks to improve students’ evaluative thinking, personal engagement, and retention of scientific concepts. Lastly, the fifth category asserts that creativity is not an add-on but a central driver of analytical, expressive, and collaborative competencies in higher education. Altogether, these classifications confirm that creative pathways are not supplementary elements, but strategic approaches in the transformation of 21st-century science education.

Relevance of number of research by year

One of the main indicators in analyzing the dynamics of a research topic’s development is the number of scientific publications published annually. In the context of this study, the trend in the number of publications discussing the integration of creative pathways and scientific literacy in higher education is an important focus to determine the extent to which this topic has received attention within the global academic community. The growth in the number of articles from year to year not only indicates increasing interest in the topic but also reflects the urgency and relevance of the issue in addressing the challenges of 21st-century education. Furthermore, this temporal analysis can serve as a baseline for identifying patterns of spikes or declines in publications that may be related to global phenomena such as the COVID-19 pandemic or changes in digital education policy.

Visualizing the number of publications by year of publication also serves as a basis for evaluating the maturity of a field of study. A consistent increase indicates that the discourse on creative approaches to strengthening scientific literacy is developing progressively and beginning to establish a stable research space. Conversely, if the trend fluctuates or declines, it may indicate the need for academic intervention through more focused and collaborative follow-up research. Therefore, this quantitative data serves not only as statistical information but also as a reflection of the direction and intensity of scientific development on a topic over a specific period.

Figure 3 presents two important visualizations representing the dynamics of global research related to creative pathways in developing scientific literacy in higher education during the 2020–2024 period. Figure A shows the distribution of the number of publications per year. It can be seen that in 2020, no publications were found that met the topic criteria and search syntax used. From 2021 to 2022, the number of publications increased slowly, from around 10 articles to more than 15. Significant growth occurred in 2023, peaking in 2024 with more than 35 articles. This pattern indicates that although this topic was underexplored at the beginning of the period, researcher interest in the integration of creative pathways and scientific literacy in higher education has consistently increased over the past two years. This is in line with the shift in focus in higher education toward innovative, transformative, and 21st-century learning (Gube, 2020).

Figure 3. Source: Processed Data (2025).

(A) Distribution of Number of Research Based on Publication Year Period (2020-2024).

(B) Distribution of Number of Citations Based on Publication Year Period (2020-2024).

Graph B depicts the distribution of citations to relevant publications over the same period. The data shows that, although the number of publications is not yet large, their scientific influence has expanded significantly. The number of citations increased steadily from 2020 to 2022, with a slight decline in 2023, but then surged sharply in 2024 to over 1,400 citations. This surge indicates that articles discussing creative pathways and scientific literacy are beginning to become important references in various multidisciplinary research, particularly in the fields of education, learning technology, and curriculum design. This phenomenon demonstrates that, although research in this field is not yet massive in quantity, it has a high citation value, reflecting significant conceptual and practical contributions in addressing the challenges of modern education (Habib, 2024).

This situation suggests that literature discussing the development of scientific literacy through creative approaches is likely to have a significant long-term impact. Although the number of publications is still growing, the high number of citations indicates that research on this topic is widely used as a primary reference in developing innovative learning strategies in higher education. This also strengthens the topic’s position in global academic discourse, which increasingly emphasizes the importance of creativity, critical thinking skills, and scientific literacy as core competencies for today’s students (Sun, 2022). Overall, the two graphs in Figure 3 demonstrate that the quantitative and qualitative trends in the scientific impact of this topic complement each other. The surge in citations in 2024 reflects not only academic recognition but also the urgency of a more humanistic and creativity-based learning approach to developing scientific literacy capacity. These data support the need for systematic mapping of global trends in creativity-based scientific literacy research to serve as a foundation for the formulation of more adaptive, contextual, and evidence-based educational policies and curriculum design.

Relevance of research numbers by country

One important aspect of bibliometric analysis is identifying a country’s contribution to a specific research topic. In the context of this study, mapping the distribution of publications by country serves to understand the scientific centers actively researching the theme of creative pathways in developing scientific literacy in higher education. By understanding the country of origin of publications, we can trace the geographic patterns of research activity, identify the dominance of certain regions, and observe the involvement of developing countries in global academic discourse. This analysis also provides an initial overview of the potential for cross-national collaboration and regional trends in adopting creative approaches as a strategy for improving scientific literacy in higher education. This data provides an important foundation for understanding the distribution of scientific contributions globally and assessing the extent to which this issue has become a shared concern in the international higher education landscape.

Based on Table 2 and Figure 4, the distribution of research addressing creative pathways in developing scientific literacy in higher education shows a strong tendency for developed countries such as the United Kingdom, the United States, and India to dominate. These three countries collectively contributed more than a third of total publications in the 2020–2024 period, with 18, 16, and 12 articles, respectively. This indicates that robust research infrastructure, higher education policy support, and established academic ecosystems enable innovative topics such as scientific literacy and creativity to develop more rapidly in these countries. Research by (Wannapiroon, 2022) shows that higher education institutions in these countries have national strategies to encourage the integration of 21st-century skills, including creativity and scientific literacy, into the university curriculum. Therefore, the dominance of these countries reflects not only academic productivity but also the successful integration of progressive educational policies and practices.

Figure 4. Source: Processed Data (2025).

Visualization of distribution of number of research by country in the period (2020-2024).

The significant contributions of countries like Spain and Indonesia are also interesting to note, given that neither country has the highest number of publications globally, but boasts a very high citation ratio. Spain, with 7 articles, recorded a total of 176 citations, even higher than the United States and the United Kingdom. Meanwhile, Indonesia, with 6 articles, recorded 154 citations, demonstrating that despite its relatively small number of publications, the scientific substance and influence of these works are very strong. This aligns with findings (Marshalsey, 2020) that the contributions of developing countries to scientific literacy are beginning to show global influence thanks to international research collaboration and a focus on authentic local contexts. This means that in the global research ecosystem, quality and contextual relevance can be crucial factors in enhancing academic resonance, not simply quantity.

In addition to major countries, the data also shows active participation from various countries, contributing single articles but with significant citation counts, such as Vietnam (49 citations), Ghana (47 citations), and the Netherlands (45 citations). This pattern indicates that articles from these countries have an equally significant influence on the discourse on creativity-based scientific literacy, despite their low publication volume. A study by (Soomro, 2023) stated that the emergence of articles from smaller countries in global publication volume but with high citation quality is an indicator of “selective impact,” that is, scientific influence determined by unique local perspectives and innovative approaches. This reinforces the importance of inclusivity in global research and opens up space for diversifying scientific learning contexts beyond the Western mainstream.

Overall, the distribution of publications and citations by country shows that the topic of creative pathways in scientific literacy is not only dominated by developed countries but is also starting to become an important focus for developing countries. The Pareto chart shown in Figure 4 makes it clear that the top 20% of countries contribute more than 80% of total publications, but citation patterns indicate that articles from various parts of the world also find a place and recognition in the academic community. This finding aligns with a study (Johinke, 2023) that emphasized the importance of cross-national collaboration in strengthening creativity-based educational practices and culturally adaptive scientific literacy. Therefore, strengthening international cooperation and expanding the participation of developing countries is a strategic agenda in broadening the scope and depth of research in this field, as well as building a more global, relevant, and sustainable learning ecosystem.

Figure 5 displays a spatial visualization of countries’ contributions to the number of scientific publications related to creative pathways in developing scientific literacy in higher education during the period 2020–2024. This map depicts the dominant concentration of research in Western Europe and North America, with the United Kingdom (18 publications) and the United States (16 publications) as the two main contributors. South and East Asia, particularly India (12) and China (10), also play a significant role in the global research landscape. Interestingly, Southeast Asian countries such as Indonesia, Malaysia, and Thailand are beginning to make their presence felt, indicating that attention to this topic has spread to developing countries. This finding aligns with research findings (Murillo-Zamorano, 2021) which confirms that the globalization of higher education discourse is encouraging non-Western countries to begin integrating creative approaches into their science and technology curricula.

Figure 5. Source: Processed Data (2025).

Visualization of distribution of number of research by country in the period (2020-2024) in a map chart.

This map also reveals the distribution of participation across continents, including contributions from Middle Eastern countries such as Iran, Saudi Arabia, and the United Arab Emirates, as well as Latin American countries such as Brazil and Mexico. Although their contributions are still limited in number of articles (1–2 publications), the involvement of these countries is important to demonstrate that the issues of creativity and scientific literacy have transcended regional boundaries and are beginning to be adopted in various cultural contexts and educational systems. This reinforces the view (Baxter, 2020) that creative approaches are not solely the preserve of developed countries but can be flexibly adapted to address scientific literacy challenges in various parts of the world. This visualization serves not only as a map of participation but also as early evidence of the need for more equitable international collaboration to expand transformative and evidence-based higher education practices.

Relevance of research number by universities in top 5 countries in Table 2

The distribution of the number of publications by higher education institutions provides important insights into the main actors driving scientific development in the field of Problem-Based Learning (PBL) and creative thinking skills. Universities from the five countries with the highest number of publications play a very strategic role, not only in terms of quantity but also in shaping the quality and direction of scientific discourse at the national and regional levels. Table 3 displays the most productive institutions from Indonesia, Thailand, Malaysia, Spain, and Taiwan, showing how higher education institutions in these countries are actively involved in research and development of innovative pedagogies. This involvement is generally driven by national policy incentives, access to research funding, and strong international collaboration networks.

Table 3 displays the distribution of the number of articles from leading universities in the five countries with the highest contributions to research on creative pathways in developing scientific literacy in higher education. The data shows that the United Kingdom is the country with the highest number of contributions, dominated by world-class universities such as the University of Oxford (5 articles) and the University of Cambridge (4 articles). The presence of these prestigious institutions indicates that the topic of creativity in scientific literacy has become a key agenda within the research ecosystem of top universities. This is in line with findings (Delgado, 2021) which state that UK universities tend to be pioneers in innovative, transdisciplinary pedagogical approaches, which encourage the emergence of creative learning practices in science and technology. Furthermore, the consistent contributions from UCL, the University of Edinburgh, and Manchester indicate that creative approaches are not merely individual initiatives but have become part of institutional strategies.

The United States ranked second, with contributions from leading institutions such as Harvard, Stanford, MIT, UC Berkeley, and the University of Michigan, each contributing between three and four articles. The dominance of these universities reflects a strong research culture exploring creativity-based learning methodologies and scientific thinking, particularly through approaches such as design-based learning and problem-centered inquiry, which have been widely adopted at Ivy League campuses and major research universities. A study by (Shu, 2020) shows that the US higher education model emphasizes the integration of creativity, collaboration, and scientific literacy as a pillar of the curriculum, particularly in the context of STEM and innovation-based education. India, China, and Spain also demonstrate the presence of nationally prominent universities such as IIT Delhi, Tsinghua, and the University of Barcelona, which collectively contribute actively to enriching the global literature on this topic. This demonstrates that attention to creative pathways and scientific literacy has become a strategic issue across regions, encouraging higher education institutions in various countries to strengthen their research portfolios in the field of innovative pedagogy.

VOSviewer output analysis

The use of visualization tools such as VOSviewer is crucial for understanding the intellectual structure and conceptual dynamics within a field of study. VOSviewer allows researchers to map the network of interrelationships between keywords, collaborative relationships between authors or institutions, and the interconnectedness of references between publications within the analyzed literature. In the context of this research, the analysis using VOSviewer focused on identifying important patterns in the development of creative pathway-based scientific literacy in higher education, both in terms of the development of main themes and the connections between frequently occurring key terms. The resulting visualization not only shows the frequency of a term or citation relationships but also provides thematic insights into the direction and focus of global research in the 2020–2024 period. Therefore, the following analysis of VOSviewer output is an important part of deepening the knowledge map formed from a collection of systematically reviewed literature.

Figure 6 presents the analysis results from VOSviewer in three visualizations: (A) Network Visualization, (B) Overlay Visualization, and (C) Density Visualization. In the network visualization (A), the term “creative thinking” appears to be the dominant term, connected to various other keywords such as “higher education,” “creativity,” “educational technology,” “design thinking,” and “machine learning.” This pattern indicates that the discourse on creative thinking in higher education does not stand alone but is closely related to transdisciplinary approaches and the integration of modern technology. This visualization aligns with research findings (Alt, 2020) which emphasize that developing creativity in 21st-century learning involves cross-theme connectivity and digitally integrated pedagogical innovation. The interconnectedness of these keywords also indicates that creative pathways in strengthening scientific literacy in higher education tend to be complex and multidimensional.

Figure 6. Analysis VOSviewer. Source: VOSviewer (2025).

(A) Network visualization.

(B) Overlay visualization.

(C) Density visualization.

Meanwhile, Overlay Visualization (B) provides information on the chronology of the emergence of these terms in the 2020–2024 timeframe. The bright yellow color for terms such as “ChatGPT,” “machine learning,” “artificial intelligence,” and “community service sustainability” indicates that these keywords are recent discoveries and have become research trends in the past two years. This corroborates the results of a study (Shafait, 2021) that showed a surge in research on scientific literacy and creativity in the context of artificial intelligence and community-based learning post-pandemic. Meanwhile, Density Visualization (C) displays the density of terms based on the intensity of associations and the number of occurrences in articles, where areas such as “creative thinking,” “creativity,” and “higher education” are shown in bright yellow as the center of the most research activity. Thus, the combination of these three visualizations provides a comprehensive overview that the theme of creative thinking in higher education continues to develop, expanding into various fields of study, and experiencing increasing relevance in line with the demands of innovation and digital transformation in learning.