Technology-Enhanced Hybrid Service-Learning in Higher Education: Insights from a Bibliometric Study

Technology-Enhanced Hybrid Service-Learning (HSL) has emerged as an innovative pedagogical approach that integrates experiential community engagement with digitally mediated learning environments in higher education. Despite its growing implementation, scholarly knowledge on the intellectual structure, development trajectory, and thematic evolution of HSL remains fragmented. This study presents a comprehensive bibliometric analysis of HSL research in higher education, drawing on 154 peer-reviewed journal articles indexed in the Scopus database between 2010 and 2026. Using PRISMA-guided screening procedures and bibliometric tools including biblioMagika®, VOSviewer, and OpenRefine, the study analyses publication trends, citation patterns, influential contributors, leading institutions and countries, source titles, highly cited documents, and keyword co-occurrence networks. The findings reveal a marked acceleration in research output from 2010 onwards, coinciding with the global expansion of hybrid and online learning models. While early publications were limited in number, they demonstrated high citation impact, forming a strong conceptual foundation for subsequent scholarship. The United States leads in publication volume, whereas Malaysia and Hong Kong demonstrate particularly strong citation performance relative to output. Prominent source titles reflect the interdisciplinary nature of HSL, spanning educational technology, sustainability, and experiential learning domains. Keyword co-occurrence analysis highlights “service learning,” “higher education,” and “student engagement” as central themes, alongside growing emphasis on online learning and e-service learning modalities. Overall, the study demonstrates that Technology-Enhanced Hybrid Service-Learning represents a dynamic and increasingly mature research domain characterised by global participation, collaborative authorship, and evolving thematic integration of pedagogy and technology. By systematically mapping the field’s intellectual structure and scholarly influence, this study provides an updated foundation for future research, pedagogical innovation, and policy development in higher education.