Credit for Prior Learning and Innovative Pathways to Workforce Alignment: A Global Bibliometric Review

This bibliometric study maps the scholarly landscape of credit for prior learning (CPL) research within higher education by examining publication trends, intellectual structures, and thematic developments in the literature. Drawing on records retrieved from the Scopus database, the study analyses a comprehensive corpus of CPL-related publications published between 2000 and 2025. Bibliometric techniques were implemented using the bibliometrix package in R and VOSviewer to explore publication growth, influential sources and authors, country and institutional contributions, collaboration patterns, and evolving research themes. The findings indicate a sustained growth in CPL scholarship, reflecting increasing academic and policy interest in alternative credentialing, access, and workforce-aligned learning pathways. Central concepts such as recognition of prior learning and prior learning assessment remain foundational, while newer themes signal expanding engagement with curriculum design, employability, and pedagogical innovation. This study provides a systematic and evidence-based overview of the development and maturity of CPL research, offering valuable insights for scholars, practitioners, and policymakers seeking to advance equitable and flexible learning frameworks in higher education.