Mapping the intellectual structure of meaningful learning and pedagogical deeper learning in K-12 education: A bibliometric analysis (2005–2025)

Abstract

This study maps the intellectual and conceptual structure of research on meaningful learning and pedagogical deeper learning in K-12 education from 2005 to 2025. Using bibliographic data retrieved from Scopus, 557 journal articles were analyzed with Bibliometrix/Biblioshiny to examine publication trends, influential sources and contributors, author co-citation patterns, thematic structures, and international collaboration. The findings show a sustained increase in publication output, with an annual growth rate of 18.67% and a marked rise in publications during the 2020–2025 period. The source distribution indicates strong representation from science education, educational technology, and general education journals. Author co-citation analysis suggests that the field is grounded in cognitive theories of meaningful learning associated with Ausubel and Novak, while also drawing on social constructivist, motivational, and self-regulated learning perspectives. Thematic mapping identifies learning, motivation, secondary education, meaningful learning, science education, and ICT as central themes in the literature, whereas professional development, curriculum, and technology-related pedagogical practices appear as areas requiring further conceptual and empirical consolidation. The collaboration analysis indicates that international co-authorship remains limited, suggesting opportunities for stronger cross-national knowledge exchange. Overall, this study provides a bibliometric overview of how meaningful and pedagogical deeper learning have developed in K-12 research and offers a basis for future work on instructional design, teacher professional development, and curriculum reform.