<![CDATA[Growing exposure of adolescents to the digital environment has heightened the need to develop effective cybersecurity literacy education. Nevertheless, current instructional approaches are still largely grounded in theoretical methods and provide little practical experience, especially when it comes to embedding Problem-Based Learning (PBL) in digital learning materials such as e-modules. To address this, the current study aims to map research directions, identify gaps, and examine how PBL-focused cybersecurity literacy e-modules have evolved through bibliometric analysis. The data were collected from the Scopus database covering the years 2015 to 2025 and were analyzed using VOSviewer and Bibliometrix, with PRISMA-based screening. The analysis shows a clear increase in publications after 2019, primarily focusing on technical cybersecurity, cybersecurity education, and digital learning technologies. However, the use of project-based learning in cybersecurity literacy and e-module design remains limited and fragmented, indicating a conceptual gap between pedagogical approaches and cybersecurity content. Therefore, the study indicates that integrating problem-based learning into structured electronic modules may strengthen adolescents' critical thinking and problem-solving skills, providing a coherent framework and evidence-based guidance for further educational improvement. ]]>
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