<![CDATA[Rapid changes in 21st-century education demand effective learning strategies that foster critical thinking skills. This study maps the research landscape on Project-Based Learning (PBL) and critical thinking from 2023 to 2025 through a Scopus-based bibliometric analysis, employing co-occurrence, co-authorship, and thematic mapping techniques. The results reveal a dynamic publication trend following a rise–peak–stabilization pattern, highlighting two main thematic clusters: curriculum development and problem-based learning design to enhance analytical skills, and the application of PBL in professional education, particularly nursing, to improve practical competencies. International collaboration analysis shows the dominance of Asian countries, with Australia and Canada serving as knowledge hubs, indicating global interconnectedness in PBL and critical thinking research. The findings underscore PBL as a transformational framework that integrates theory, practice, and learning contexts, promoting multidimensional critical thinking development. However, research gaps remain regarding limited contextual representation, methodological design, and integration of educational technology. Future studies are recommended to develop more multidimensional and inclusive PBL research, incorporating cognitive process analysis, diversified educational contexts, cross-cultural adaptation, and technology integration, to strengthen empirical evidence and provide practical guidance for implementing innovative education aligned with 21st-century demands. Keywords: Problem-Based Learning, Critical thinking, Bibliometric Analysis, Pedagogical Innovation]]>
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