Collaborative Learning and Student Engagement in Higher Education: A Systematic Scoping Review and Evidence-Gap Map

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Keywords:

Collaborative Learning, Student Engagement, Higher Education, Systematic Scoping Review

Abstract

Collaborative learning has emerged as a fundamental pedagogical approach in higher education to achieve shared learning objectives. This systematic scoping review provides a comprehensive overview of the empirical research on collaborative learning and student engagement in higher education. The review explored various concepts, stakeholders, and contexts involved in collaborative learning processes, along with the dimensions of student engagement examined in the literature. Based on a comprehensive literature search of relevant peer-reviewed articles in three databases, 485 studies were selected as eligible in line with the a priori defined criteria. The analysis revealed a growing body of research on collaborative learning, with most studies focusing on general collaboration among students, while specific forms such as co-creation, co-production, and co-design were less frequently addressed. The majority of the studies examined collaboration between students, but few included other stakeholders like industry partners. Additionally, much of the research lacks assessment of various dimensions of student engagement. In line with the significant gaps identified in the literature, this review underscores the need for future research to develop standardized measures of student engagement, include diverse stakeholders in studies on collaboration, and explore different types of collaborative learning. Addressing these gaps can enhance our understanding of how collaborative learning is related to student engagement and inform effective educational practices in higher education.

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Author Biographies

May Irene Furenes Klippen, Knowledge Centre for Education, University of Stavanger,

May Irene Furenes Klippen is an Associate Professor at the Knowledge Centre for Education at the University of Stavanger, Norway. Her research focuses on co-creation and feedback processes, with a particular emphasis on fostering collaborative learning and improving pedagogical practices in educational settings. She also specializes in systematic review methodologies, working across all levels of education, from Early Childhood Education and Care to higher education.

Serap Keles, Knowledge Centre for Education, University of Stavanger

Serap Keles is a Professor at the Knowledge Centre for Education, University of Stavanger, Norway. Her work mainly focuses on inclusive education, sociocultural adaptation and mental health of children and youth, particularly with immigrant background. Her methodological research interests include systematic reviews, meta-analysis, and longitudinal data analyses.

Kenan Dikilitas, University of Bergen

Kenan Dikilitaş currently works as a University Pedagogy Professor at the University of Bergen in Norway. He is affiliated with the Faculty of Psychology. In his role, Kenan conducts pedagogical courses designed for university teachers, focusing on their professional development, particularly in integrating technology into teaching practices.

Annie Haver, 3 Department of Leadership and Service Innovation, University of Stavanger

Annie Haver is an Associate Professor at the Department for Leadership and Service Innovation, Faculty of Social Sciences, University of Stavanger, Norway. Her research focuses on mental health and well-being, emotion regulation, resilience, and stress in leadership. In 2023, she was recognized as a 'Merited Teacher' at the University of Stavanger for her exceptional teaching competence, as assessed by an expert committee.

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Published

2025-11-06

How to Cite

Furenes Klippen, M. I., Keles, S., Dikilitas, K., & Haver, A. (2025). Collaborative Learning and Student Engagement in Higher Education: A Systematic Scoping Review and Evidence-Gap Map. Student Engagement in Higher Education Journal, 7(2), 154–172. Retrieved from https://sehej.raise-network.com/raise/article/view/1361

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Vol. 7 No. 2 (2025): Reimagining Student Engagement: Identity, Inclusion, and Innovation in Higher Education

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