Jul 2026· International Journal of Education in Mathematics Science and Technology· Vol 14, pp. 1108-1125· 0 citations
Abstract
This systematic review employs a bibliometric approach to examine the evolution of STEM literacy research and the conceptual shift toward STEM competence. Based on an analysis of 175 peer-reviewed documents indexed in 83 journals, 70 conference proceedings, 13 books, and 9 book series in Scopus (2007 – June 2024), the study identifies publication trends, influential works, and the intellectual structure of the field using VOSviewer. The review analyzes the scale, trajectory, and geographical distribution of research, highlighting prominent scholars and thematic development. Since 2007, the field has shown substantial theoretical advancement along with increasing gender and regional diversity. Keyword co-occurrence (co-word) analysis identifies the foundational literature and nine keyword clusters, grouped into four overarching themes: the structure of STEM literacy, target populations, instructional approaches, and driving factors. Thematic clusters emphasize pedagogy and equity. While a bibliometric review confirms a persistent conceptual ambiguity and assessment gap in STEM education, this paper addresses this gap by proposing a novel, multi-dimensional framework for STEM competence. Grounded in international best practices and designed for practical classroom application, this framework provides the specific, observable behavioral indicators needed to align integrated curriculum goals with authentic assessment.
Data literacy is a critical competency in 21st-century STEM-based biology education, enabling students to analyze, interpret, and use data for evidence-based decision-making. However, research on this topic remains fragmented and lacks comprehensive synthesis. This study aimed to examine research trends, distribution patterns, and future directions of data literacy in STEM-based biology education. A Systematic Literature Review (SLR) following the PRISMA 2020 framework was conducted using 52 empirical articles indexed in Scopus from 2015 to 2026. The data were analyzed through thematic and bibliometric approaches using VOSviewer and Biblioshiny (Bibliometrix-R). The results showed a substantial increase in publications between 2022 and 2025. Nevertheless, research distribution remains uneven, characterized by the dominance of developed countries, limited international collaboration, and dispersed contributions across authors, institutions, and journals. Bibliometric findings identified data literacy as the central research theme, closely associated with STEM education and increasingly connected to data science. Thematic evolution revealed a shift from foundational conceptual discussions toward technology-oriented and data-driven approaches. These findings highlight the growing importance of data literacy in biology education and emphasize the need for integrated theoretical frameworks, interdisciplinary collaboration, and the adoption of innovative technologies to support future educational practices and research.
This study aims to systematically map the evolution of research on employability within higher education by identifying publication trends, influential contributors, thematic developments and emerging research directions. It also examines how higher education institutions (HEIs) contribute to graduate employability through skill development and their alignment with labour market requirements.
A bibliometric analysis was conducted using peer-reviewed publications retrieved from Web of Science Core Collection covering the period 2013–2023. Following a multi-stage screening process, 186 articles were included in the final dataset. Data were analysed using Microsoft Excel and Biblioshiny (R package) to examine publication trends, citation patterns, collaboration networks, keyword co-occurrence, thematic evolution and influential sources within the employability research landscape.
The findings reveal substantial growth in employability research over the past decade, reflecting increased global attention to aligning higher education with labour market needs. The analysis identifies key research themes, including employability skills, graduate attributes, work-integrated learning, curriculum development and career readiness. Emerging themes such as entrepreneurship, emotional intelligence, self-efficacy and career adaptability indicate a shift towards holistic graduate development. The study also highlights leading authors, journals, institutions and countries contributing to this field, while emphasising the need for curriculum reforms to strengthen graduate employability.
This study provides a comprehensive bibliometric overview of employability research in higher education and identifies emerging themes and knowledge gaps that have received limited attention. By synthesising a decade of scholarly evidence, it offers valuable insights for researchers, educators, HEIs and policymakers seeking to strengthen curriculum design, graduate employability and evidence-based higher education reforms.
N. Mushtaq, Farzana Gulzar, Baziga Farooq et al.· LBS Journal of Management &a...· 0 citations
This study presents a multidimensional bibliometric and thematic analysis of L2 vocabulary learning research in higher education from 1992 to 2025. Leveraging a two-database framework that integrates data from Scopus and the Web of Science Core Collection, the paper applies Hallinger and Kovačević’s Four-Dimensional Bibliometric Framework to analyze the evolution, intellectual landscape, and methodological trends of the field. 557 peer-reviewed journal articles were quantitatively mapped, and thematic clusters were identified using Bibliometrix (R) and VOSviewer. The findings reveal three stages of scholarly development, diversification of institutions and regions involved, and varying methodological orientations between databases. Seven thematic clusters emerged, including technology-enhanced vocabulary instruction, modeling vocabulary knowledge, and incidental acquisition processes. In addition to validating dominant research paradigms, the paper places special focus on emerging and yet-to-be-explored domains such as informal digital learning, psychological network analysis, and vocabulary pedagogy for equity. A comparison of Scopus and WoS suggests a need for dual-source indexing to justify large-scale bibliometric synthesis. The study concludes by proposing an agenda for future research that is inclusive in methodology, theory-driven, and context-sensitive in its responsiveness to global language learning dynamics.
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.· Jurnal Penelitian dan Pengka...· 0 citations
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· Multidisciplinary Reviews· 0 citations
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.