Bibliometric exploration of twenty-first century skills in higher education using VOSviewer

Abstract

This study explores how 21st century skills have been promoted within higher education between 2015 and 2023, drawing on a systematic literature review and bibliometric analysis. A total of 423 journal articles indexed in Scopus were examined using VOSviewer and SciVal. The review points to the potential of heutagogical approaches, when considered alongside the P21 Framework, to support self-determined learning and to encourage students to take greater ownership of their progress in online settings. These approaches have the potential to position learners as active participants in shaping their own educational pathways. The bibliometric analysis traced publication patterns across disciplines, identified thematic clusters and frequently co-occurring keywords, and mapped patterns of international collaboration. The findings underscore the importance of integrating critical thinking, communication, collaboration, and creativity into online higher education, with practical implications for faculty and curriculum designers, particularly within the context of Kazakhstani universities. Heutagogical strategies informed by the P21 Framework are offered as one way to prepare students for lifelong learning in educational environments that continue to shift and evolve.