Exploring the roots: Bibliometrics insights into early years science education

A bibliometric mapping of global research trends and future directions in entrepreneurial training

Bibliometric and Science Mapping Analysis of Research on Social Studies Education for Students with Special Needs (2000-2024)

Introduction: Social studies education for students with special needs has become an increasingly important field of research as inclusive education advances. However, the temporal development of scientific production, prominent actors, and collaboration structures in this field have not been investigated comprehensively. This study aims to reveal the structural and trend-related characteristics of the field by analyzing the bibliometric properties of research published in this domain.Method: This study was a review based on bibliometric analysis. Publications indexed in the Web of Science (WoS) Core Collection and published between 2000 and 2024 were included in the analysis. The literature search was conducted on March 19, 2025. Bibliometric analyses were carried out using the Bibliometrix package and VOSviewer software. Publication and citation trends, as well as country, institution, and author productivity and collaboration networks, were examined.Findings: The findings indicate a significant increase in publications over the past decade and reveal that scientific output is concentrated within a relatively small set of countries, institutions, and authors. Collaboration networks among authors and countries display a structure organized around central cores.Discussion: The results suggest that knowledge production in the field has not yet reached a fully integrated structure. Increasing international and interdisciplinary collaboration, encouraging research conducted across diverse educational contexts, and diversifying studies focused on inclusive social studies education are identified as key strategies to enhance the field’s scientific visibility and impact.

Emergence and growth of the use of assistants in remote education: A scientometric study (2015–2025)

The objective of this work is to present a scientometric analysis that identifies growth patterns, collaboration networks, and the main research trends in the use of generative artificial intelligence (AI) in remote education. A bibliometric analysis was conducted on articles indexed in Web of Science and Scopus between 2015 and 2025. The analysis considered publication volume, authors, countries, and journals. The findings indicate a precipitous surge, marked by an accelerated growth of 351.44% in scientific production, with the year 2023 standing out as a particularly salient period. The United States has emerged as a predominant contributor, with a production of 34 publications and a total of 837 citations, positioning it as a leading actor in international collaboration. In contrast, China and South Africa have each published 22 and 13 publications, respectively, and have received 227 and 206 citations, respectively, reflecting their role as significant contributors to the field. The journals Education and Information Technologies and Computers and Education: Artificial Intelligence merit particular attention for their eight and seven publications, which boast impact factors of 1.65 and 5.22, respectively. The analysis of the authors' positions establishes Sevnarayan K. as one of the most influential, with 4 published articles and 161 citations. Moon J. exhibits the highest effective size among the leading authors, suggesting a comparatively less redundant ego network rather than a demonstrated intermediation role. This study provides a comprehensive overview of the field's evolution, highlighting its transition from the realm of technical innovation to the domain of critical evaluation. Furthermore, it identifies potential avenues for future research endeavors aimed at enhancing the integration of AI within the educational sector.

Research Trends on Digital Learning in Science Education: Bibliometric Analysis

The results indicate that digital learning in science education has evolved into an increasingly mature, collaborative, and technology-oriented research field, emphasizing the use of digital technologies to enhance the quality of instruction and students' learning experiences.

A Bibliometric Analysis of Global Research on Universities of the Third Age and Older Adult Education (1982–2025)

This study examines global publication trends and the intellectual structure of research on Universities of the Third Age (U3A) and later-life learning through bibliometric analysis. Data were retrieved from the Web of Science Core Collection on November 9, 2025, using the keywords “University of the Third Age”, “Third Age University”, “Third Age learning”, “learning in later life”, “education for older adults”, and “elderly education”, yielding 530 documents. These were subjected to co-authorship, citation, keyword co-occurrence, and bibliographic coupling analyses via VOSviewer. Findings reveal an acceleration in publication volume post-2010, predominantly comprising articles (75%). Poland (99 publications), the USA (65), and China (47) are the most productive countries, whereas Malta (TLS=71) serves as the strategic hub due to high link strength. At the institutional level, the University of Malta (TLS=99) and Nicolaus Copernicus University (TLS=38) act as intellectual bridges, with Marvin Formosa (TLS=142) emerging as the key theoretical leader. Keyword analysis demonstrates that while “older adults”, “lifelong learning”, and “education” remain central, digital learning, active aging, technology adoption, and psychosocial well-being have become strategic research foci, signaling a shift toward a multidisciplinary field.

Picture Books Under the Lens: A Bibliometric Mapping of Research Trends

This study aims to map publication trends, main topics, and research gaps related to picture books in primary schools indexed in Scopus over the past decade. This study answers three main questions: (1) What are the publication trends of research related to picture books in primary schools indexed in Scopus over the past decade? (2) What are the main topics or keywords frequently appearing in research on picture books in primary schools? (3) What research gaps can be identified from the bibliometric analysis of picture books in primary schools? The approach used is bibliometric, with steps including Defining the aim of the research, collecting data on the relevant literature, Analysis and visualization using VOSViewer software, and interpreting the findings and results. The analysis results show that publications related to this topic have increased significantly from 2015 to 2025, with a peak in 2025. Frequently emerging topics in the research include literacy, diversity, language development, and classroom instruction. The study also identified key countries contributing to these publications, such as the United States, the United Kingdom, and China, and noted the important role of picture books in supporting children's literacy and social-emotional development. Additionally, the study found that the use of technology such as Augmented Reality in picture books is beginning to gain attention, particularly in China. The study suggests that there should be more research exploring the integration of picture books into primary school education and further development in cultural diversity