Bibliometric Analysis of Experiential and Technology-Integrated Pedagogy in Vocational Design Education

Abstract

This study utilizes a bibliometric analysis to examine the intersection of experiential learning, technology integration, and cultural responsiveness in vocational design education. A total of 241 open-access articles published between 2015 and 2025 were identified and analyzed using the search keywords ("design education" OR "creative arts education") AND ("experiential learning") AND ("technology integration") AND ("vocational education"). The findings reveal a growing body of research exploring each theme individually, with increasing attention to innovative pedagogical practices, digital tools such as CAD and AI, and inclusive approaches to teaching and learning. Despite this growth, integrated studies that holistically address all three dimensions remain limited. Key themes emerging from the analysis include project-based learning, immersive technologies, digital assessment, and efforts to enhance cultural competence. Contributions are concentrated in countries such as China, Indonesia, and the United States, though cross-national collaboration remains scarce. This study underscores notable lacunae in the extant literature and underscores the necessity for cohesive frameworks that integrate experiential, technological, and culturally responsive strategies within the context of vocational design education. A key limitation is the focus on a single open-access database, which may not capture the full scope of existing research. Future studies should expand the scope and adopt interdisciplinary and global perspectives to strengthen the field and inform practice.