Mapping the Integration of CLIL and STEAM in Secondary Education: A Bibliometric Study

Abstract

The convergence of science and language education is becoming increasingly vital in modern secondary schooling. Content and Language Integrated Learning (CLIL) and STEAM are emerging as powerful frameworks for this interdisciplinary instruction, yet their combined implementation patterns and conceptual linkages remain under-explored in current literature. This study aims to identify dominant topic trends within scientific literature regarding the implementation of CLIL and STEAM. It specifically analyzes integration patterns between these approaches in secondary education to reveal research gaps and future opportunities for integrated science and language-based learning. A bibliometric analysis was conducted to map the research landscape. This involved visualizing keyword co-occurrences to identify thematic clusters and relationships between supporting themes such as curriculum design, learning technology, and bilingual education. The analysis reveals a strong correlation between STEAM, CLIL, and the secondary education context, particularly in Spain, the USA, the UK, and Indonesia. Distinct clusters emerged around 21st-century skills and creativity, while a specific CLIL cluster highlighted bilingualism and motivation. Crucially, the linkage between STEAM and CLIL is driven by concepts like project-based learning, demonstrating a growing pedagogical synthesis supported by technological innovation. Findings confirm a distinct shift toward integrated STEAM–CLIL approaches. This trajectory highlights a significant opportunity for researchers and practitioners to develop innovative, coherent learning models that simultaneously enhance scientific literacy and foreign language proficiency in an interdisciplinary manner.