Challenge-based learning has become popular in higher education. As the 21st century education goal emphasises the acquisition of critical thinking and problem-solving skills, challenge-based learning becomes the relevant approach for teaching in higher education. Challenge-based learning has originated from experiential learning where students actively acquire knowledge through engagements on open-ended problems. Generally, challenge-based learning refers to student-centred learning where skills are obtained through working on real-life problems. However, learning in challenge-based learning is described as knowledge creation which is seen to be more effective and powerful than knowledge acquisition. Challenge-based learning aims to encourage students to take the lead in their learning. This challenge-based learning provides a student-centred learning framework that reflects the modern workplace. The study aims to analyse the trends evident from research on challenge-based learning in higher education, from 2004 to 2024. The Scopus database will be used to obtain the necessary data. Data will be analysed using VOSviewer and the thematic analysis approach will be used. The findings of this study will provide a framework for future research and serve as a starting point for lecturers with an interest in understanding how challenge-based learning could be applied in teaching and learning in higher education.

Keywords: Bibliometric analysis, challenge-based learning, higher education, student, teaching and learning.