Aug 2026· Social Sciences in Brief· 0 citations· 46 references
TL;DR
A comprehensive overview of the field's evolution is provided, highlighting its transition from the realm of technical innovation to the domain of critical evaluation, and potential avenues for future research endeavors aimed at enhancing the integration of AI within the educational sector are identified.
Abstract
The objective of this work is to present a scientometric analysis that identifies growth patterns, collaboration networks, and the main research trends in the use of generative artificial intelligence (AI) in remote education. A bibliometric analysis was conducted on articles indexed in Web of Science and Scopus between 2015 and 2025. The analysis considered publication volume, authors, countries, and journals. The findings indicate a precipitous surge, marked by an accelerated growth of 351.44% in scientific production, with the year 2023 standing out as a particularly salient period. The United States has emerged as a predominant contributor, with a production of 34 publications and a total of 837 citations, positioning it as a leading actor in international collaboration. In contrast, China and South Africa have each published 22 and 13 publications, respectively, and have received 227 and 206 citations, respectively, reflecting their role as significant contributors to the field. The journals Education and Information Technologies and Computers and Education: Artificial Intelligence merit particular attention for their eight and seven publications, which boast impact factors of 1.65 and 5.22, respectively. The analysis of the authors' positions establishes Sevnarayan K. as one of the most influential, with 4 published articles and 161 citations. Moon J. exhibits the highest effective size among the leading authors, suggesting a comparatively less redundant ego network rather than a demonstrated intermediation role. This study provides a comprehensive overview of the field's evolution, highlighting its transition from the realm of technical innovation to the domain of critical evaluation. Furthermore, it identifies potential avenues for future research endeavors aimed at enhancing the integration of AI within the educational sector.
Overall, adaptive learning and learning analytics form an increasingly connected and interdisciplinary research area in education, although knowledge production remains concentrated in specific regions and research groups, indicating the need for broader collaboration and further theoretical development.
Nurkaliza Khalid, Noor Fadzilah Ab Rahman, Rafiza Kasbun· e-Jurnal Penyelidikan dan In...· 0 citations
Objective: This research aims to reveal the development of scientific output in the field of artificial intelligence in higher education, its thematic trends, influential publications, and international collaboration networks. The study aims to contribute to future research and policy-making processes by mapping the intellectual structure of the field.Method: The research was conducted using a bibliometric analysis design. Data were obtained from 196 articles scanned in the Scopus database and meeting the specified criteria. VOSviewer (v1.6.20) software was used for data analysis. Publication trends, co-authorship, citations, keyword association, and international collaboration networks were analyzed. To increase validity and reliability, pre-specified inclusion and exclusion criteria were applied, the analysis process was reported in detail, and cross-validation was performed among researchers.Results: The findings show that artificial intelligence research in higher education has increased rapidly, especially since 2022, and that publications constitute approximately two-thirds of the total studies in 2024. Forty-five percent of the studies fall within the social sciences, followed by computer science and engineering. Thematic analysis identified ethics, ChatGPT, generative AI, learning, teaching, and educational technologies as the most frequently co-occurring concepts.. Collaboration analyses revealed that the United States, Australia, and the United Kingdom hold leading positions in international research networks.Conclusion and Recommendations: The research shows that AI studies in higher education have an interdisciplinary structure and that technological developments are addressed together with pedagogical, ethical, and managerial dimensions. The findings reveal that AI is not only a technological innovation but also that publications from 2024 alone account for approximately two-thirds of the dataset. Future research should incorporate comparative bibliometric studies across multiple databases and expand qualitative and mixed-methods research into the long-term pedagogical and cognitive effects of AI.
There is a substantial increase in publication output between 2019 and 2025, reaching its highest level in 2025, and keyword and thematic analyses revealed the continued prominence of “Educational Technology”, “Digital Learning”, and “Higher Education”.
Rahayu Nurfadilla, Zafrullah, Muhammad Al Ikhsandi Palysa Putra et al.· Jurnal Penelitian Pendidikan...· 0 citations
This bibliometric review traces the publication trends, seminal researchers, key journals, geographical distribution and funding of early years science education. Three research questions are considered: (a) what the trend of publications and citations from 2010 to 2024 is, (b) what the structure of authorship and collaboration networks is, and (c) what are the distribution of journals, countries, institutions and funding sponsors that define the field. A corpus of 83 articles was obtained, following screening, from the Scopus database using a structured Boolean search of the articles with a focus on children from the ages of 3-8 in science and STEM education. From 2010 to 2024, the number of articles published annually in the publication was between 1 and 13, reaching a peak of 13 in 2021, whereas the number of citations was between 5 and 218 in the same years, with its peak at 218 in 2023. Kallery, M. and Ravanis, K. were found to be the most productive authors and co-authorship network analysis showed growing interdisciplinary collaboration networks with few research groups at the center. The three most influential journals were found to be Research in Science Education, International Journal of Science Education, and Education Sciences. The top three nations in publications were Turkey, the United States, and Greece, with the Aristotle University of Thessaloniki and the University of Patras being the most prolific institutions, and funding was highly concentrated, with a few research councils from the United States (the National Science Foundation), Germany (the Federal Ministry of Education and Research) and Sweden (the Swedish Research Council) making the bulk of the contributions. The overall picture on which these findings point is one of a gradually growing and geographically differentiated research base with clear directions for future scholarship and international cooperation with regard to early years science education.
B. Khodjaev, Nargiza N. Djamilova, Khusnidakhon Khujamatova et al.· Eurasia Journal of Mathemati...· 0 citations
Although computer simulation has become increasingly important in teaching and learning, the intellectual structure, collaboration patterns, and geographical distribution of research in this field remain insufficiently synthesised. This study provides a bibliometric overview of the development, current structure, and emerging directions of computer simulation research in education. A dataset of 710 journal articles retrieved from the OpenAlex database was analysed using VOSviewer to identify influential authors, publications, journals, countries, collaboration networks, and keyword co-occurrence patterns. Co-authorship analysis produced two distinct clusters, journal-level network analysis identified four clusters, and keyword co-occurrence analysis generated five thematic clusters. China emerged as the most influential country, whereas the United States was the most frequently cited. Omar Chamorro-Atalaya was identified as the most influential author, while Fengfeng Ke was the most cited. Computer Applications in Engineering Education and the British Journal of Educational Technology were identified as the most influential and most cited journals, respectively. The keyword analysis demonstrated the interdisciplinary character of computer simulation research, integrating technological, engineering, medical, educational, and social perspectives. However, research output from Africa remained limited, with most publications originating from technologically advanced regions in the Americas, Europe, and East Asia. Author collaboration networks were also relatively weak and regionally concentrated, indicating limited global integration. The study maps the intellectual and collaborative structure of computer simulation research while identifying substantial geographical and partnership disparities. It highlights the need to strengthen international research collaboration and expand empirical inquiry in developing countries to ensure that computer simulation applications reflect diverse educational settings, technological capacities, and pedagogical needs.
Briskila Ayuba, B. Yushau, Sa'adatu A. Mohammed et al.· ALSYSTECH Journal of Educati...· 0 citations
Scientific literacy has become a key competency in contemporary science education, particularly amid the post-pandemic landscape marked by accelerating digitalization, expanding access to information, and growing demand for evidence-based decision-making. Although literature on scientific literacy continues to expand, understanding of recent research developments remains limited. This study aims to examine research trends, intellectual structures, and emerging themes in scientific literacy research within educational contexts from 2022-2025. A bibliometric approach was adopted using data retrieved from the Scopus database through a systematic search and screening process guided by the PRISMA framework, with publications analyzed via Microsoft Excel and VOSviewer to assess publication growth, geographical and institutional contributions, citation performance, and keyword co-occurrence networks. The results indicate a substantial increase in publication output after 2023, with the United States, Indonesia, and China as leading contributors, reflecting the global scope of the field and disparities in national research capacities. Institutional analysis reveals broad participation across universities and research organizations, while citation and keyword analyses point to inquiry-based learning, scientific reasoning, critical thinking, and emerging themes including socioscientific issues and technology-enhanced education. These findings signal a shift toward competency-based frameworks emphasizing reasoning and evidence evaluation, informing curriculum development and future research.
