Technology-Supported Inquiry-Based Learning: A Bibliometric Analysis of Research Trends and Recent Keywords

Abstract

The integration of technology in education has strengthened inquiry-based learning (IBL) as an approach for developing 21st-century competencies. Despite the growing body of research on IBL, the overall evolution of technology-supported IBL as a research field remains insufficiently understood. Moreover, rapid advancements in educational technologies necessitate an updated analysis to capture recent trends and developments within this field. This highlights the need for a comprehensive analysis that examines the evolving relationship between technological advancements and inquiry-oriented practices over time. Therefore, this bibliometric study maps the research landscape of technology-supported IBL based on 260 Scopus-indexed publications from 2007 to 2026. Data were retrieved using a PRISMA-guided approach and refined through OpenRefine and biblioMagika®, with VOSviewer employed for network visualization and performance analysis. The findings demonstrate sustained growth in scholarly attention, with a notable increase in publications from 2020 onwards. The analysis identifies IBL as the central theme interconnected with digital and online learning, STEM education and collaborative learning. Emerging research directions involving artificial intelligence, augmented reality, virtual reality, blended learning and elementary education indicate increasing research attention towards adaptive, immersive and flexible inquiry environments. This study contributes a comprehensive perspective on technology-supported IBL by revealing the interconnected development of technological innovation and pedagogical design within this field. The findings provide an evidence-based foundation for researchers, educators and instructional designers to better understand current trends and inform future directions in inquiry-oriented learning environments.