Global research landscape of transformative learning in pre-service teacher education: A Scopus-based bibliometric and science-mapping analysis

Women in STEM Education Research, 2006-2025: Knowledge Evolution, Global Collaboration, and SDG Alignment

This bibliometric study maps the development of research on women in STEM education using 348 Scopus-indexed, English-language, open-access publications spanning 2006-2025. Bibliographic records were retrieved on June 12, 2025, and analyzed using Biblioshiny through performance analysis, keyword co-occurrence, co-authorship, co-citation, thematic mapping, and historiographic analysis. The field recorded an annual growth rate of 14.45%, with publication output increasing markedly after 2015 and remaining high after 2020. PLOS ONE was the most productive source, followed by CBE-Life Sciences Education and Sustainability, while highly cited publications by Stoet and Geary and Dennehy and Dasgupta formed important intellectual foundations for research on gender disparities, mentoring, and institutional intervention. Collaboration was extensive: 313 of the 348 documents (89.9%) were multi-authored, and 97.8% of authors contributed to co-authored publications. However, 76% of the scholarly output originated from the Global North, indicating persistent geographical imbalance. Conceptual mapping identified a pedagogical cluster centered on education, gender, students, mathematics, and engineering, alongside a demographic and indexing cluster dominated by female, male, human, and adult. The analysis also revealed limited attention to technology education, intersectional perspectives, and Global South contexts. Overall, the literature is substantively aligned with SDGs 4 and 5 through its focus on equitable access, participation, retention, and institutional inclusion. The findings support more reciprocal North-South partnerships, context-sensitive intervention studies, and stronger integration of intersectional and technology-focused research.

Re-Mapping Teacher Mentoring in Dynamic and Challenging Educational Contexts: A Longitudinal Bibliometric Landscape Analysis (2010–2025)

Mentoring has become a central mechanism of teacher support and professional learning, while the conditions of teaching have been reshaped by socio-political uncertainty, teacher shortages, digitalisation, increasingly diverse student needs, and the COVID-19 pandemic itself. This study aimed to map the conceptual structure and temporal evolution of research on teacher mentoring and professional learning. A longitudinal bibliometric and science-mapping analysis was conducted on 2843 peer-reviewed articles indexed in the Scopus database and published between 2010 and 2025, using co-occurrence (co-word) analysis of author and indexed keywords in VOSviewer 1.6.20, complemented by network, overlay and density visualisations. The final co-word map comprised 123 keyword elements organised into four clusters, with 3312 links and a total link strength of 17,024. The central node was ‘mentoring’ (532 occurrences; 121 links; total link strength = 2212; average publication year = 2019.40). Four thematic lines structured the discourse: (1) professionalisation in the wider sense, including health education mentoring; (2) initial teacher education and the induction of new teachers; (3) higher education and digitally mediated environments of professional learning; and (4) bridging concepts of collaboration and professional identity formation. The findings indicate that, within the literature mapped, mentoring functions as a relational, context-sensitive form of support connecting several arenas of professional learning. This study contributes a longitudinal conceptual map of the field; the results describe the intellectual structure of the literature and do not constitute evidence of the effectiveness of mentoring practices.

Mapping scopus-indexed research on professional development in education: a bibliometric analysis (1994–2026)

Research Trends in Continuing Education and Lifelong Learning in Rural Settings: A Bibliometric Analysis, 2000–2025

Purpose: This study maps the development of research on continuing education and lifelong learning in rural settings from 2000 to 2025, focusing on publication growth, disciplinary patterns, influential institutions, geographical distribution, collaboration networks, and the intellectual structure of the field. Design/methodology/approach: A quantitative bibliometric design was applied to English-language journal articles indexed in Scopus. Records were retrieved using a structured search of titles, abstracts, and keywords and analysed through Scopus analytical tools, Microsoft Excel, and VOSviewer. Performance analysis examined publication trends, subject areas, institutions, and countries, while science-mapping techniques assessed country co-authorship, author collaboration, and keyword co-occurrence. Findings: Research output increased substantially, from 30 publications in 2000 to 122 in 2025, with especially rapid growth after 2020. Medicine and Social Sciences dominated the disciplinary landscape, followed by Nursing. The University of Toronto was the most productive institution, while the United States, Canada, Australia, and the United Kingdom accounted for most publications. International collaboration was extensive but uneven, with the United States, Australia, Canada, India, and several European countries acting as major hubs. The intellectual structure comprised five clusters centred on clinical continuing education, adult learning and community development, rural health workforce capacity, communication and palliative care, and maternal, newborn, and emergency-care education. Research limitations/implications: The study was limited to English-language, Scopus-indexed journal articles and may therefore underrepresent non-English and locally published rural scholarship. Originality/value: This study provides a comprehensive global mapping of rural continuing education and lifelong learning research across a 26-year period and integrates productivity, collaboration, and thematic analyses within a single framework.

Research Trends in Contextual Teaching and Learning in Elementary Science Education: A Bibliometric Analysis (2021–2025)

Contextual Teaching and Learning (CTL) has been widely implemented in elementary science education, with previous studies primarily examining its effectiveness in improving students' learning outcomes. However, existing literature reviews and bibliometric studies have mainly emphasized learning effectiveness rather than providing a comprehensive bibliometric mapping of CTL research in elementary science education. Therefore, this study aimed to analyze publication trends, journal characteristics, author collaboration, keyword networks, methodological approaches, and citation impact to identify research developments and gaps in CTL research published between 2021 and 2025. Following the PRISMA 2020 guidelines, relevant literature was retrieved from the Google Scholar and Scopus databases using Publish or Perish, managed with Covidence AI, and analyzed using Microsoft Excel and VOSviewer. Of the 353 records initially identified, 39 articles met the inclusion criteria. The findings revealed a steady increase in publication output, rising from five articles in 2021 to fourteen articles in 2025. All included studies were published in SINTA-indexed journals, whereas no Scopus-indexed articles met the inclusion criteria. The dominant keywords were Contextual Teaching and Learning, learning outcomes, learning, and science education, while author collaboration remained fragmented into small research clusters. Quantitative and Research and Development (R&D) approaches were the predominant methodologies, indicating that CTL research continues to focus primarily on learning effectiveness. Citation analysis further showed that the most highly cited studies mainly investigated learning outcomes, scientific literacy, learning motivation, and cognitive skills. These findings highlight the need to strengthen international collaboration, improve publication quality, diversify research methodologies, and expand CTL research beyond learning outcomes. Future bibliometric studies should broaden database coverage and incorporate advanced citation-based analyses to provide a more comprehensive understanding of CTL research development.

Mapping the Research Landscape of Student-Centered Learning in Curriculum: A Bibliometric Analysis (2016–2025)

One of the primary paradigms in contemporary education is student-centered learning (SCL), which emphasizes students' active participation in the learning process and the development of 21st-century skills. Research SCL in curriculum development has expanded as a result of its growing use in diverse educational settings. Nonetheless, there are still limited studies that trace the conceptual framework, intellectual growth, and research tendencies of SCL in curriculum. The purpose of this study is to map the intellectual terrain of SCL in curriculum research published from 2016 to 2025. Utilizing a bibliometric approach, data was extracted from the Scopus database using the keywords "Student-Centered Learning" and "Curriculum." VOSviewer and Microsoft Excel were employed for data analysis. Findings indicate substantial growth over the decade, with publications increasing from 28 articles in 2016 to 88 articles in 2025, alongside citations rising from 30 to 1,575. Geographically, the United States, Indonesia, and the United Kingdom represent the leading contributors, with Purdue University, Michigan State University, and Universitas Gadjah Mada as the most productive institutions. Keyword co-occurrence analysis identified three primary research domains pedagogical, curricular, and technical. Furthermore, overlay visualization reveals that themes such as artificial intelligence, online learning, critical thinking, and technology integration are emerging as dominant future trends. The findings suggest that SCL has evolved into a central paradigm in curriculum research, continuously adapting to educational changes in the digital era.