This study aims to evaluate and map global research trends on pre-lecture laboratory as a pedagogical strategy for enhancing critical thinking and learner engagement in engineering education. A bibliometric approach was applied using 2015-2025 data extracted from Scopus within the engineering area. The search combined "critical thinking", "learner engagement", "pre-lecture laboratory experimentation", "higher-order cognition", and "reflective judgment". Using PRISMA framework, an initial dataset of 44,425 publications was refined to 3,417 relevant documents. Quantitative indicators such as publication trends, citation impact, and co-authorship patterns were analyzed through VOS-viewer for network visualization, including co-occurrence, co-authorship, and geospatial mapping. Results reveal an ascendant publication trend and a strong interdisciplinary orientation linking engineering education, cognitive psychology, and educational technology. USA, India, China, and the UK emerged as global leaders, followed by Malaysia, Portugal, and South Africa with rising contributions. Keyword clustering identified five dominant themes including pre-lecture laboratory and cognitive load management, learner engagement and motivation while, the thematic evolution indicates a shift from procedural laboratory work to cognitively oriented learning approaches, providing a data-driven framework for educators and curriculum designers to integrate pre-lecture laboratory experiences as catalysts for engagement and critical-thinking development. The study also exposes some gaps suggesting the need for greater global collaboration, AI-assisted learning analytics, and equitable access to laboratories to democratize experiential learning. This comprehensive bibliometric mapping of pre-lecture laboratory bridges empirical evidence with theoretical insight, thus contributing to pedagogical innovation by positioning pre-lecture laboratory experimentation as a strategic entry point for cultivating reflective, self-regulated, and critically minded engineers.

Authors:
Kabulo Loji, Durban University of Technology, South Africa
Nomhle Loji, Durban University of Technology, South Africa
Nelson Chetty, Durban University of Technology, South Africa
Gulshan Sharma, University of Johannesburg, South Africa

About the Presenter(s)
PhD holder in Electrical, Dr K Loji, is a lecturer with over 30 years teaching experience. Currently the departmental research committee chair at the DUT (SA). Interests: innovative teaching/learning strategies to improve problem-solving abilities.

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