Two decades of STEM education research (2006-2026): A comprehensive bibliometric mapping of the field
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Saodat J. Shinnazarova 1 , Alima K. Pirniyazova 1 , Gulnara P. Kallibekova 2 , Dauletnazar B. Seytkasimov 3 , Gauxar S. Patullaeva 1 * , Gulbakhar R. Bekimbetova 4 , Gawhar T. Karamatdinova 1
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1 Department of the Karakalpak Language, Nukus State Pedagogical Institute, Nukus, UZBEKISTAN2 Department of Mass Media and Mass Communications, Karakalpak State University, Nukus, UZBEKISTAN3 Department of the Karakalpak Language, Karakalpak State University, Nukus, UZBEKISTAN4 Department of the General Pedagogy, Nukus State Pedagogical Institute, Nukus, UZBEKISTAN* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, Volume 22, Issue 8, August 2026, Article No: em2894

https://doi.org/10.29333/ejmste/19093

Publication date: 07 Aug 2026

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