Mapping the Research Landscape of Technology-Integrated STEAM Education: A Bibliometric Analysis
Keywords:
Bibliometrics, Biblioshiny, Educational Technology, Multicultural Science Education, STEAM, VOSviewerAbstract
The integration of digital technology and the STEAM approach has shifted science education toward more interdisciplinary, learner-centered, and contextual learning. However, research regarding technology integration, STEAM, and multicultural perspectives in science education remains fragmented across various areas of study; consequently, the field's evolution, dominant themes, inter-theme relationships, and emerging research directions have not yet been comprehensively mapped. This study aims to map the development of research on technology-integrated STEAM education, identify dominant themes and their interrelationships, and pinpoint emerging themes and research gaps to guide future inquiry. A descriptive quantitative approach was employed, utilizing bibliometric analysis of Scopus-indexed scientific publications from 2015 to 2026. Data were analyzed using Biblioshiny and VOSviewer to identify publication trends, keyword co-occurrence, research clusters, and thematic relationships. The analysis reveals that STEAM is the primary theme within the research network, with strong connections to creativity, innovation, science learning, learners, e-learning, game-based learning, augmented reality, design thinking, and sustainability. The findings also indicate a shift from conventional science education toward technology-supported, interdisciplinary, and learner-centered learning. The novelty of this study lies in its mapping of the interconnections between STEAM, digital technology, and multicultural perspectives within a unified research landscape, elements that have historically been studied in isolation. The study implies that future science education research should strengthen the integration of digital technology, local cultural and multicultural contexts, sustainability issues, and the STEAM approach to foster science learning that is more contextual, inclusive, innovative, and relevant to 21st-century needs.
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