Background/purpose. This study aimed to map the application of the Project-Based Learning (PBL) model to enhance creative thinking skills in high schools (HS), including junior, senior, and vocational high schools. The research explored the trends of PjBL application, identified the characteristics of PjBL that are suitable for HS students, determined appropriate creative thinking indicators, and examined the influencing factors related to PjBL for the development of students' creative thinking. This study provided recommendations to optimize the implementation of PjBL for enhancing creative thinking in the HS context. Materials/methods. A bibliometric analysis was conducted using publication data retrieved from the Scopus database. The study adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 protocol to systematically filter and select relevant articles. Visualization and co-occurrence mapping were performed using VOSviewer software. Out of 258 identified documents, 44 articles met the inclusion criteria and were analyzed through bibliometric techniques and literature review. Results. The findings indicated that PjBL improves students' creative thinking abilities in HS significantly, particularly in developing fluency, flexibility, originality, and elaboration. Factors such as the integration of real-life issues, STEM-based approaches, technology utilization, and active, student-centered learning environments play a crucial role in enhancing creative thinking. The results also highlight that while research on PjBL for HS is increasing, there remains a need for more studies that focus on diverse subjects and interdisciplinary approaches. Conclusion. The application of PjBL in HS demonstrates potential in improving students’ creative thinking skills, supported by contextual and interdisciplinary projects. To maximize its effectiveness, educators should integrate PjBL with STEM and real-life issues which is relevant to students' developmental stages. Future research should focus on expanding PjBL models across subjects and investigating long-term impacts on students' creativity and learning outcomes. © The Author(s), 2025.
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