Community-based architectural pedagogy in Indonesia: a systematic review of emerging scholarship, frameworks, and pedagogical futures

While community-based pedagogy has moved to the centre of global architectural discourse, the current literature remains dominated by Western terminology and geographies, creating an epistemological gap in understanding practices across contexts like the Global South. This systematic review addresses this imbalance by mapping emerging scholarship on community-based architectural pedagogy in Indonesia, a country with a long-standing tradition of community service in higher education. Combining a mixed-methods Systematic Quantitative Literature Review (SQLR) and qualitative thematic coding, this study analyses 28 peer-reviewed articles published between 2020 and 2025, selected from the Scopus and SINTA databases. The screening incorporates local terms such as KKN, PKM, and Abdimas alongside global terms including design-build, live project, community-based, and participatory. The findings show that the MBKM policy has amplified pedagogical research in the last 2 years. Geographically, distinct approaches emerge: rural projects prioritise economic development through desa wisata (tourism village) agendas, while urban projects focus on social and spatial repair. Additionally, the participatory keyword is more visible in Indonesian contexts compared to other terms, with most research concentrated on Java Island, indicating pedagogical Java-centrism. Thematic analysis highlights negotiating identity, social agency, and pedagogical models, suggesting a shift toward interdisciplinary approaches, technological integration, and post-project evaluation.