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Community engagement has evolved as a key pillar in the transformation agenda of South African Universities, particularly with regards to social justice, decolonisation, and inclusive knowledge development. This paper employed a bibliometric analysis to analyse the evolving literature on community engagement within South African higher education. The analysis analysed publication trends, keyword co-occurrences, authorship networks and institutional contributions, by providing a systematic overview of how community engagement is conceptualised, practised and theorised in relation to social justice and inclusion. The findings show consistent growth in academic interest over the past decade, corresponding with national calls for decolonial, socially responsive, and participatory academic practices. Key topic clusters show connections between community engagement, change, participatory research approaches and epistemic justice. Emerging patterns indicate that researchers are increasingly conceptualising community engagement as a catalyst for undoing structural inequities, developing reciprocal connections and amplifying historically marginalised perspectives within and outside university settings. The bibliometric mapping reveals additional differences among institutions, highlighting distinct capacities and commitments to engaged scholarship. This paper adds to the discourse by providing a comprehensive evidence-based synthesis that clarifies the conceptual structure of the discipline. It contends that community engagement, when conducted ethically and constructively, can develop inclusive pedagogies, co-create socially grounded knowledge, and increase universities' democratic role in society. The paper recommends increased multidisciplinary collaboration, methodological innovation, and institutional support to improve the transformative impact of community engagement in South African higher education.

Community engagement has evolved as a key pillar in the transformation agenda of South African Universities, particularly with regards to social justice, decolonisation, and inclusive knowledge development. This paper employed a bibliometric analysis to analyse the evolving literature on community engagement within South African higher education. The analysis analysed publication trends, keyword co-occurrences, authorship networks and institutional contributions, by providing a systematic overview of how community engagement is conceptualised, practised and theorised in relation to social justice and inclusion. The findings show consistent growth in academic interest over the past decade, corresponding with national calls for decolonial, socially responsive, and participatory academic practices. Key topic clusters show connections between community engagement, change, participatory research approaches and epistemic justice. Emerging patterns indicate that researchers are increasingly conceptualising community engagement as a catalyst for undoing structural inequities, developing reciprocal connections and amplifying historically marginalised perspectives within and outside university settings. The bibliometric mapping reveals additional differences among institutions, highlighting distinct capacities and commitments to engaged scholarship. This paper adds to the discourse by providing a comprehensive evidence-based synthesis that clarifies the conceptual structure of the discipline. It contends that community engagement, when conducted ethically and constructively, can develop inclusive pedagogies, co-create socially grounded knowledge, and increase universities' democratic role in society. The paper recommends increased multidisciplinary collaboration, methodological innovation, and institutional support to improve the transformative impact of community engagement in South African higher education.