The Transformation of Authentic Learning Literature: A Bibliometric Analysis

Abstract

This study employs bibliometric methods to provide a comprehensive overview of the intellectual structure, knowledge production dynamics, and conceptual evolution of authentic learning literature. This research analyzes 3,663 documents retrieved from the Web of Science, Scopus, Lens, and PubMed databases covering the period from 1984 to 2025 to map the development of the field using RStudio and the Bibliometrix package. The findings show a quantitative increase in publication output, particularly after 2020, coinciding with global crises and the accelerating digitalization of education. Geographical and institutional distribution analyses revealed the dominance of academic production from Australia in the literature, led by institutions such as Queensland University of Technology. Trend analysis points to a structural shift in research focus within the field: Initially clustered around theoretical frameworks such as “constructivism” and “situated learning,” the literature now reflects a shift toward technological and ethical dimensions represented by keywords such as “artificial intelligence,” “ChatGPT,” “virtual reality,” and “academic integrity.” Furthermore, keyword co-occurrence network analysis shows that the concept of “authentic assessment” has become central to the network structure, frequently co-occurring with “authentic learning,” and is positioned as one of the core research clusters. In conclusion, this research documents that authentic learning is conceptualized in literature not merely as a pedagogical approach, but as a multidimensional educational ecosystem positioned at the intersection of advanced technology, ethics, and assessment.