<![CDATA[Despite growing interest in innovating fluid mechanics education, teaching strategies and learning outcomes often remain fragmented rather than systematically aligned. This study aims to comprehensively examine global research trends and pedagogical patterns in fluid mechanics education within higher science education. An integrated approach combining bibliometric analysis and qualitative meta-analysis through a systematic literature review (SLR) was employed. A total of 326 Scopus-indexed publications published between 2019–2025 were analyzed using the Bibliometrix package in RStudio for performance analysis, while 35 selected studies were further examined through PRISMA-guided qualitative coding using NVivo software. The findings reveal a rapidly growing research field, although international collaboration remains limited. Thematic analysis indicates a strong shift toward student-centered and technology-enhanced pedagogies, particularly flipped classrooms, simulation-based learning, and computational instruction. However, instructional strategies are predominantly implemented in isolation, with limited integration across learning designs. Consequently, learning outcomes, such as conceptual understanding, problem-solving skills, and computational competencies remain insufficiently aligned. Overall, this study highlights a critical gap in unifying pedagogical approaches, instructional strategies, and learning outcomes within coherent frameworks. Future research should develop and empirically validate integrated, technology-supported instructional models to foster holistic, transferable learning in higher education fluid mechanics.]]>
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