<![CDATA[This article presents the results of a bibliometric study that used the Scopus database as its primary data source to examine research trends in project-based learning (PBL) within pre-service teacher education from 2016 to 2026. After 222 publications were found in the first search, 120 relevant journal articles written in English were chosen using the PRISMA 2020 parameters. Metadata including publication year, authors, affiliations, journals, countries, keywords, and citation trends were examined using bibliometric software. The study aimed to map publication productivity, highlight the most influential journals and articles, uncover thematic structures, and visualise collaboration networks among authors, institutions, and countries. The results indicate an annual growth rate of 18.22% and an average of 10.43 citations per article, suggesting that PBL in pre- service teacher education is an expanding field with strong scientific impact. Dominant keywords include project-based learning, pre-service teachers, teacher education, teacher training, and STEM, closely linked to critical thinking, creativity, digital literacy, and education for sustainable developmentCommon threads indicate that TPACK and the 21st-century skills framework support PBL in teacher education, which in turn is based on experiential and constructivist learning theories. Although connections between research clusters are still very disjointed, the cooperation network highlights the significant role that Indonesia and a few other nations play as productivity centers. In sum, the results provide a complex picture of the conceptual, thematic, and collaborative environment of project-based learning (PBL) studies involving pre-service teachers and suggest avenues for further study in the areas of social justice, the social sciences, and education sustainability.]]>
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