Mapping Logistics and Supply Chain Education Research: A Bibliometric Review of the 2006-2025 Literature

Purpose: This study updates the intellectual and thematic structure of logistics and supply chain education (LSCE) research over the twenty complete publication years from 2006 through 2025. It asks how the field has grown, which works form its knowledge base, and which pedagogical themes now organize the literature. Design/methodology/approach: Records were retrieved from the Web of Science Core Collection using an Advanced Search topic query covering logistics education, logistics training, supply chain education, supply chain training, vocational logistics programs, and curriculum development in logistics. The raw set contained 122 records. Title-and-abstract screening removed 50 off-topic records, three 2026 records, and two duplicate/provisional records, yielding 67 articles and reviews. Descriptive performance analysis, reference co-citation analysis, and author-keyword co-occurrence analysis were conducted on the screened corpus. Findings: The 67 publications received 712 citations (10.63 per paper) and produced an h-index of 18. Output accelerated after 2021 and peaked at 13 publications in 2024. The intellectual base is anchored by curriculum design, professional competencies, and the alignment of academic programs with industry requirements. Recent work increasingly emphasizes experiential learning, serious games, simulation, digital skills, and sustainability. Originality/value: By applying transparent manual screening to a narrowly defined corpus and excluding the incomplete 2026 publication year, this review provides a reproducible account of LSCE as an educational research domain rather than as a broad proxy for supply chain management research.