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Open access Aug 2026

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

Background Transformative learning explains changes in pre-service teachers’ frames of reference, yet previous mapping studies have examined the theory broadly, within higher education, or in specific domains such as sustainability. This study maps the development, contributors, intellectual and conceptual structures, and thematic evolution of transformative learning research in pre-service teacher education. Methods Data were retrieved from Scopus on 29 July 2026 without restrictions on publication year or language. The search identified 237 documents; after excluding non-article records and ineligible articles, 112 journal articles were analysed. Performance analysis used Bibliometrix/Biblioshiny, while keyword co-occurrence and author co-citation networks were constructed with VOSviewer. Author, institution, country, and keyword metadata were normalised before analysis. Results The corpus comprised 112 articles published between 2001 and 2026 across 74 sources and authored by 246 researchers. Annual growth reached 8.67%, while international collaboration accounted for 13.39% of articles. The Journal of Transformative Education was the most productive source; Katrina Liu had the highest citation impact; and Queensland University of Technology was the most productive institution. The conceptual structure centred on transformative learning, teacher education, pre-service teachers, and critical reflection. Mezirow continued to dominate the intellectual structure, while recent themes shifted towards culturally responsive pedagogy, sustainability, online learning, assessment, and pedagogical competence. Data for 2026 include only publications indexed up to 29 July. Conclusions The field has grown more consistently since 2020, although productivity and collaboration remain dispersed. Mezirow’s theoretical foundation persists, while its application in pre-service teacher education increasingly connects professional identity, field experiences, diversity, and sustainability. Longitudinal, comparative, and non-Western studies are needed to determine whether perspective changes endure in teaching practice.

Haris Firmansyah, Wawan Darmawan, N. Suryana et al. · 0 citations
Review Open access Jul 2026

Mapping the intellectual landscape of assessment literacy in academic writing: A bibliometric review of Scopus publications (1997–2025)

Bibliometric studies have become an important approach for understanding the development and structure of research fields; however, global investigations focusing specifically on assessment literacy in academic writing remain limited. This study aims to map publication trends, collaboration patterns, influential sources, and thematic structures in research on assessment literacy related to academic writing through a bibliometric analysis. Data were retrieved from the Scopus database using the search query TITLE-ABS-KEY (“assessment literacy” AND “academic writing”), covering publications from 1997 to 2025 without restrictions on document type or discipline. A total of 176 documents were analysed using VOSviewer and Microsoft Excel to examine annual publication growth, source journals, subject areas, countries, institutions, author collaboration networks, and keyword co-occurrence patterns. The findings reveal a significant increase in publications after 2011, indicating a paradigm shift from summative assessment toward formative, reflective, and feedback-oriented approaches in academic writing. Research output is dominated by institutions and authors from the United Kingdom, the United States, and China, with Assessing Writing and Assessment & Evaluation in Higher Education emerging as key publication venues. Keyword analysis identifies four dominant thematic clusters: formative feedback and peer assessment, academic writing pedagogy and literacy development, assessment tools and rubrics, and issues of identity, equity, and institutional power. In contrast, themes related to digital literacy, automated feedback, and AI-based assessment remain weakly represented, indicating important research gaps. This study contributes to the literature by providing a comprehensive global overview of assessment literacy research in academic writing and highlighting emerging directions for future studies. The findings offer strategic insights for researchers, educators, and policymakers in developing contextualized, technology-responsive assessment models aligned with the demands of 21st-century higher education.

D. Handayani, Atmazaki, Refnaldi · 0 citations
Open access Jul 2026

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.

A. Prakoso, Zain Fuadi Muhammad Roziqifath, M. Ghofur et al. · 0 citations
Review Open access Aug 2026

Two decades of STEM education research (2006-2026): A comprehensive bibliometric mapping of the field

One of the fastest growing areas within international education research is science, technology, engineering, and mathematics (STEM) education. This review uses a bibliometric mapping approach on 7,569 indexed documents (comprising research articles, conference papers, review articles, and other document types) available in Scopus between 2006-April 2026. Keyword co-occurrence network mapping (VOSviewer) and descriptive bibliometric analysis (bibliometrix) were used to characterize the field’s intellectual structure, thematic clusters, key researchers, journals, and national contributions. Coverage was cross-validated against Web of Science. Analysis demonstrates exponential publication growth – regression-based compound annual growth rate (CAGR) (2006-2025) of approximately 11.4% and endpoint-to-endpoint CAGR (2006-2025) of approximately 17.2%, significantly higher than estimated 3-5% normal growth rate in publications – and citation impact. USA, China, and Turkey have emerged as the dominant publishers, while the International Journal of STEM Education rapidly gained central role in the field, after its launching in 2014. The six thematic clusters that emerge from keyword co-occurrence analysis include, the concept of an integrated curriculum/pedagogy, themes focused on equity and access, teacher preparation and professional development, specific disciplinary foci within STEM, focus on technology in the classroom and a core conceptual cluster. The research traces four temporal phases (2006-2009, 2010-2014, 2015-2018, and 2019-2026) of STEM education, highlighting shifts from tightly focused discipline-centered discussions to holistic approaches that focus on integrated and design-based pedagogies and equity in the classroom and a rise in topics centered on generative AI and computational thinking starting in 2023. The results inform curriculum designers, policymakers, researchers and teacher educators. Limitations of the research agenda include limited coverage from the Global South and fragmented disciplinary research synthesis which warrant a research agenda that can support a broader geographically and intellectually integrated discussion of STEM education.

Saodat J. Shinnazarova, Alima Pirniyazova, G. P. Kallibekova et al. · 0 citations
Review Open access Jul 2026

Task-based language teaching: Global research trends and thematic developments from a bibliometric and systematic perspective

Task-Based Language Teaching (TBLT) has become a central pedagogical approach in second and foreign language education, emphasizing meaningful communication and learner-centered instruction. Despite the growing body of research, a comprehensive and systematically structured synthesis of its intellectual development remains limited, particularly in terms of quantitative mapping of global research trends. This study aims to systematically review and bibliometrically analyze Scopus-indexed publications on TBLT published between 2000 and December 2025 to map publication trends, thematic evolution, geographical distribution, and influential authors in the field. A Systematic Literature Review was integrated with bibliometric analysis to ensure methodological rigor and analytical depth. Data were retrieved from the Scopus database using the keyword “Task-Based Language Teaching” applied to titles, abstracts, and keywords. Descriptive and trend analyses were conducted using RStudio, while VOSviewer was employed to visualize keyword co-occurrence, thematic clusters, and author collaboration networks. The results indicate a steady growth in TBLT publications, particularly since the mid-2010s, reflecting the maturation and global expansion of the field. Thematic evolution analysis reveals a shift from early concerns with form-focused instruction toward broader pedagogical, contextual, and technology-mediated approaches. Keyword co-occurrence mapping demonstrates strong conceptual coherence alongside increasing thematic diversification. The geographical distribution highlights substantial contributions from both English-speaking and EFL contexts, although disparities in research visibility remain evident. Influential author analysis confirms the sustained impact of foundational scholars alongside the emergence of new research communities. Overall, this study provides a comprehensive and data-driven overview of the intellectual landscape of TBLT research and offers strategic insights for future investigations in task-based and technology-enhanced language pedagogy.

S. Azizah, S. Setiawan, Him’mawan Adi Nugroho et al. · 0 citations
Review Open access Aug 2026

Research on Education for Sustainable Development: A Bibliometric Analysis in the Scopus Database from 2000 to 2024

Education for Sustainable Development (ESD) is increasingly recognized as a fundamental driver for achieving global sustainability, yet a comprehensive, long-term mapping of its intellectual structure is needed to guide future policies. This study aims to delineate the evolutionary trajectory of ESD research from 2000 to 2024, identify the most significant contributors (countries, institutions, journals, and authors), and uncover the prevalent thematic clusters within this domain. A quantitative bibliometric approach was employed. The sample consisted of 2,774 English-language peer-reviewed documents extracted from the Scopus Core Collection, spanning from 2000 to 2024. Performance analysis and science mapping were conducted utilizing RStudio (Biblioshiny) and VOSviewer to evaluate co-authorship networks and thematic co-occurrences. The findings confirmed a continuous, exponential growth in ESD publications post-2015. Germany emerged as the most productive country (12.5% of total publications), though the Universitas Pendidikan Indonesia was identified as the leading institution. Thematic analysis revealed 15 distinct clusters, heavily focusing on higher education, curricula, and teacher training, while also highlighting a significant geographical imbalance wherein developed nations overshadow developing countries in overall research engagement.

Van Vinh Le, Thi Huong Giang Tran, Van Nga Tran et al. · 0 citations