<![CDATA[The integration of project-based learning, sustainability education, and educational technology has gained increasing attention in chemistry education as educators seek innovative approaches to address global sustainability challenges and develop students’ twenty first century competencies. However, the development of research in this area has not been systematically mapped within the Scopus indexed literature. Therefore, this study aimed to analyze publication trends, leading contributors, thematic development, and research gaps in technology enhanced project-based learning for sustainable chemistry education. A bibliometric approach was employed using English language literature retrieved from the Scopus database on May 11, 2026. The search process identified 485 English language publications, including articles, conference papers, and review papers published between 2010 and 2026. Bibliometric analyses were conducted using Biblioshiny in RStudio and VOSviewer to examine publication trends, collaboration networks, keyword co-occurrence patterns, and thematic development. The results indicate a substantial increase in research output, particularly after 2020, with 162 publications recorded in 2025, representing the highest annual output in the dataset. Indonesia emerged as the most productive contributor, accounting for 29.07% of the total publications, while Finland, the United States, and China demonstrated greater citation influence. Keyword analysis identified project-based learning, students, sustainability, engineering education, and green chemistry as dominant research themes. Thematic evolution revealed a shift from technology adoption and instructional innovation toward sustainability oriented learning and competency development. Emerging topics such as critical thinking, design thinking, and twenty first century skills have gained increasing attention in recent years. The findings suggest that although the Scopus indexed literature has experienced rapid growth, the integration of artificial intelligence, learning analytics, and adaptive educational technologies remains limited. This study provides a systematic mapping of the Scopus indexed, English language literature and offers directions for future research on technology enhanced sustainable chemistry education.]]>
