Aim/PurposeThis study aims to map global research trends in Project-Based Learning (PjBL) and scientific literacy within digitally mediated science education, providing bibliometric insights into the development of themes, methodological patterns, and emerging digital tools.

BackgroundThe acceleration of digital transformation has fundamentally reshaped science education, demanding a redefinition of scientific literacy beyond content mastery toward the integration of digital competencies, critical thinking, and socioscientific reasoning. In digitally mediated environments, learners must navigate vast information ecosystems, distinguish scientific evidence from misinformation, and engage with global sustainability challenges such as climate change. Although Project-Based Learning (PjBL) is widely recognized as an effective constructivist approach for fostering inquiry and real-world problem solving, limited bibliometric evidence comprehensively maps how digital tools and PjBL collectively contribute to scientific literacy development.

MethodologyA systematic literature review guided by the PRISMA framework was conducted using Scopus-indexed publications (2019–2024). Bibliometric techniques, including keyword co-occurrence and co-citation analysis using VOSviewer, were applied to 141 screened records to identify thematic clusters, publication trends, and research networks.

ContributionThis study provides a comprehensive bibliometric landscape that clarifies the intersection between digital competencies and PjBL in advancing multidimensional scientific literacy. It bridges fragmented discussions by integrating thematic, methodological, and impact-based analyses.

FindingsResults indicate a steady increase in publications linking “scientific literacy” and “digital literacy,” with PjBL emerging as a dominant pedagogical strategy. Frequently identified digital tools include digital assessment games, virtual learning environments, digital comics, simulations, and data-driven inquiry platforms. Thematic clusters highlight sustainability, socioscientific issues, climate change, citizenship, critical thinking, and misinformation as central concerns. Digital integration positively influences cognitive outcomes (conceptual understanding, inquiry skills, problem-solving) and affective dimensions (motivation and attitudes toward science). However, key challenges include teacher digital competence gaps, fragmented curriculum integration, sustainability alignment complexity, and insufficient assessment frameworks for higher-order inquiry skills.

Recommendations for PractitionersEducators should integrate sustainability-oriented inquiry, digital simulations, collaborative platforms, and structured project-based models within coherent curricular frameworks. Strengthening teacher professional development in digital pedagogy and digital-scientific assessment is essential.

Recommendation for ResearchersFuture studies should prioritize experimental and comparative designs to evaluate specific digital tools, develop integrated assessment frameworks for scientific and digital literacy, and expand design-based research across diverse contexts. Greater attention to artificial intelligence integration and digital equity is also recommended.

Impact on SocietyStrengthening digital scientific literacy supports the formation of informed, responsible citizens capable of addressing misinformation, engaging in climate discourse, and making evidence-based decisions in technology-driven societies.

Future ResearchLongitudinal studies examining sustained impacts of digitally integrated PjBL, AI-supported inquiry models, and cross-cultural comparative analyses are needed to strengthen evidence-based science education reform.