Integrating Project-Based Learning, Growth Mindset, and Cultural Literacy: A Systematic Review and Bibliometric Analysis in Ethnoscience Education

Project based learning (PjBL) is widely used to promote active learning, yet its relationship with students’ growth mindset, particularly in ethnoscience and cultural literacy contexts, requires further examination. This study aimed to analyze the role of PjBL in supporting students’ growth mindset, identify emerging research trends, and examine research gaps related to ethnoscience and cultural literacy. A systematic literature review (SLR) was conducted following the preferred reporting items for systematic reviews and meta-analyses (PRISMA 2020) guidelines. Literature searches were performed using Scopus, Google Scholar, and ERIC, focusing on publications from 2020 to 2025. Twelve articles met the inclusion criteria and were analyzed using systematic mapping and narrative synthesis, complemented by bibliometric visualization with VOSviewer. The findings suggest that PjBL is associated with learning motivation, persistence, self-regulated learning, reflective thinking, collaboration, and critical thinking. The reviewed literature also indicates that ethnoscience can connect scientific concepts with local knowledge, while cultural literacy can support cultural awareness and contextual learning. However, studies explicitly integrating PjBL, growth mindset, ethnoscience, and cultural literacy remain limited. The bibliometric analysis further indicates connections between PjBL, growth mindset, critical thinking, collaborative learning, and sustainable education. These findings highlight the potential of culturally contextualized PjBL while emphasizing the need for stronger empirical evidence. Future research should examine these integrated approaches through rigorous experimental and mixed-method designs across diverse cultural and educational settings