Scientometric Analysis of the Intersection of STEM Education and Artificial Intelligence: Trends and Perspectives
DOI:
https://doi.org/10.18041/2619-4465/interfaces.2.13401Keywords:
STEM education, Artificial intelligence, Scientometric analysis, Educational innovation, Personalized learningAbstract
The intersection between Artificial Intelligence (AI) and STEM education has become a growing area of interest. Although several studies have addressed AI in educational contexts, few have offered a comprehensive overview of its relationship with STEM fields. Therefore, the aim of this article is to examine the evolution of academic research in this area through a scientometric approach. A systematic search was conducted in the Scopus and Web of Science databases, focusing on publications that include the terms “STEM,” “education,” “artificial,” and “intelligence.” The results highlight two main phases: an initial period of gradual growth and a recent phase of rapid expansion and consolidation. The analysis identifies the United States, China, and Spain as the countries with the highest scientific output and highlights the role of key authors such as Kumar A. and Sharma R. Network analysis reveals emerging themes such as personalized learning, gamification, and the development of computational thinking skills. This study provides a solid foundation for researchers and educators to identify trends and areas of opportunity for future innovation in AI-driven STEM education.
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