This article aims to reexamine conclusions drawn by recent analyses of the literature on concept mapping as an educational tool by considering the wider literature on curriculum development. This is with the aim of enhancing the application of concept mapping to higher education. As part of an iterative review process, issues raised by previous analyses are reconsidered with reference to educational research papers that were not considered previously. A greater consideration of the context for learning provides alternatives to some of the assumptions that underpin the discipline-specific concept mapping literature. The methodological shortcomings in the literature on concept mapping revealed by earlier reviews are reevaluated to support reflection on how the tool may be profitably used and also how such reviews may be conducted to better inform practice. This article offers enhanced guidance on the contextualisation of concept mapping and recommendations for its future use in higher education.