Jul 2026· International Journal of Instruction· Vol 19, pp. 157-176· 1 citation· 23 references
Abstract
Constructive alignment (CA) has become a central pedagogical framework aligning intended learning outcomes, teaching strategies, and assessments to promote meaningful learning. Despite the rising number of studies applying CA across educational contexts, no bibliometric research has systematically mapped its development within science education, creating a gap in understanding the field’s intellectual structure and evolution. This study presents a bibliometric analysis of CA research in science education from 2000 to 2025, based on 20 Scopus-indexed publications. Using Bibliometrix®, OpenRefine, and VOSviewer, the analysis examines publication trends, leading authors and institutions, citation patterns, and thematic structures. The results show increased scholarly attention after 2015, with prominent contributions from Malaysia, Australia, and the United Kingdom. Keyword co-occurrence networks reveal dominant themes such as curriculum alignment, assessment design, higher-order thinking skills, and teacher professional development. Earlier studies were mostly theoretical, while more recent research demonstrates a shift toward empirical classroom applications. This study uniquely contributes a comprehensive synthesis of CA scholarship in science education, offering insights that guide future research, policy development, and instructional practices.
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.
Adji W. S. Minadja, Karsoni Berta Dinata, Purnawan Nugroho et al.· Ensiklopedia Jurnal Pendidik...· 0 citations
The study aims to identify thematic lines for a research journal in Higher Education. Methodologically, a qualitative–analytical documentary study was conducted, combining bibliometric analysis, thematic analysis, and comparison with international normative frameworks. The corpus consisted of 20 Q1 journals in the field of Education (Scimago Journal Rank). Based on the analysis of keywords, subject areas, and editorial scopes, dominant conceptual cores in current research were identified. The results were subsequently interpreted through expert judgment, aligned with UNESCO’s ISCED-F and the Sustainable Development Goals (SDGs), and externally validated by ten international specialists. As a result, eleven main thematic lines were identified that structure contemporary research in higher education, including: university quality and governance, curriculum design, competency-based education, learning assessment, faculty development, educational innovation and technologies, student experience and well-being, inclusion and equity, internationalization, social engagement, and academic integrity. The study concludes that the delimitation of thematic lines based on bibliometric evidence and expert validation constitutes a robust and replicable editorial strategy that strengthens the scientific identity of journals, improves their international positioning, and strategically guides research agendas in Higher Education.
P. Rojas, E. Cruz, Cindy Giselle Díaz Contino· Journal of Education Method...· 0 citations
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.
Clara Devika Pramesti, Baharuddin Baharudin, Ayu Reza Ningrum· Jurnal Ilmu Pendidikan dan S...· 0 citations
The use of gamification to improve engagement, motivation and learning in education is a growing phenomenon. With gamified strategies increasingly being applied to educational reform in countries around the world, it is critical to map the changing research landscape. This research undertook a bibliometric study of gamification in learning to map research trends, leading authors and institutions, and emerging themes – with a specific focus on their relevance to Quality Education (SDG 4). This study extracted information from the SCOPUS database and used VOSviewer to map and visualize 2,324 peer-reviewed publications from 2000 to 2025 (Hwang et al., 2020) The U.S. is the world's leading contributor (434 documents) and Acosta et al. (2025) (16 documents) are the most productive authors. The VOSviewer analysis identified four distinct clusters: Cluster 1 focuses on student engagement, active learning, and instructional design, highlighting gamification's impact on student motivation and performance; Cluster 2 relates to gamification in medical and nursing education, using simulation and clinical training; Cluster 3 investigates immersive technologies, including augmented reality and virtual reality; and Cluster 4 relates to gamification in corporate and professional workforce development – a new research trajectory that is seeing a rapid increase in research. This study affirms the close alignment between emerging research themes on gamification and the principles of Quality Education (SDG 4). This bibliometric study offers educators, policymakers, and researchers’ evidence-based insights to guide the development of efficient, responsive, and inclusive gamification approaches for various learning contexts.
V. Muriira, A. Vasudevan, J. Gikonyo et al.· International Journal of Lea...· 0 citations
Digital transformation in higher education represents not only a technological shift but also a fundamental change in pedagogy, aligning with the demands of a globalized society. This systematic literature review (2020–2024) examines how emerging technologies in higher education impact learning outcomes, foster entrepreneurial innovation, and advance Quality Education (SDG 4).
Conducted in accordance with PRISMA 2020 guidelines, a comprehensive search of Scopus and Web of Science databases was performed. This process yielded 41 relevant studies, which were subsequently appraised for quality using the Critical Appraisal Skills Programme (CASP) checklist.
Using bibliometric analysis and network mapping, we identified four major thematic clusters in the literature. Based on these clusters, we propose an integrative theoretical framework that links digital transformation initiatives to educational outcomes, innovation, and sustainability goals.
We outline crucial future research directions (e.g., addressing infrastructure challenges, enhancing digital pedagogy, and scaling innovation labs) to guide scholars and practitioners. Our review provides a timely synthesis of current knowledge and offers actionable insights for leveraging digital transformation to improve global educational quality and equity.
Aisha Ansari, Haroon Bakari, Elaaf Awan et al.· Frontiers in Education· 0 citations
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.· F1000Research· 0 citations