Service learning has evolved into one of the prominent experiential learning pedagogies used in engineering. Nonetheless, educators lack a comprehensive review that encompasses the full literature in engineering education. This review analysed 837 Scopus-indexed documents published between 1995 and 2023. Descriptive analysis revealed a steadily growing body of research. Although a majority of the service learning documents were authored in the United States, there was evidence of increasing geographic diversity. Co-citation analysis identified three thematic pillars in this literature: Project-based Service Learning, Integration of Service Learning, and Student Experience and Learning Outcomes. Keyword co-occurrence analysis underscored an increasing focus on community engagement, student perceptions and experiences, empathy and human-centered design, and sustainability. Future research avenues include exploring service learning in diverse contexts, advancing theoretical frameworks, examining intersections with other active pedagogies, incorporating perspectives from a wider range of stakeholders, and investigating further the integration of sustainable practices and emerging technologies into service learning initiatives.