Technology-Enhanced Design Learning in STEM/STEAM Education
A Bibliometric Analysis
DOI:
https://doi.org/10.33830/ijrse.v8i1-1.15193Keywords:
Technology-enhanced design learning, Engineering design education, Technology education, STEM/STEAM education, Bibliometric analysisAbstract
This study aims to examine the development, intellectual structure, and thematic configuration of research on technology-enhanced design learning, with particular attention to the intersection of technology education, engineering education, design learning, and STEM/STEAM education. A bibliometric and science-mapping approach was employed using Scopus-indexed journal articles published between 2016 and 2026. The search was conducted within the title, abstract, and keyword fields and was limited to English-language journal articles. After screening and eligibility assessment, 470 documents were retained for analysis. Bibliometric performance indicators were generated using biblioMagika, while Biblioshiny was used to examine author keyword co-occurrence networks and thematic structures. Data cleaning and keyword harmonisation were conducted before analysis to improve consistency and reliability. The findings show that technology design education has developed into an active interdisciplinary research area with visible publication growth, citation reception, and collaborative authorship. The field is strongly anchored in technology education, engineering education, students, curricula, teaching, and design processes. However, STEM/STEAM education, educational technology, e-learning, artificial intelligence, and computational thinking remain only partially integrated into the field’s central structure. The thematic analysis indicates a developed pedagogical core but weaker interdisciplinary integration. The study is limited to Scopus-indexed English-language journal articles; therefore, relevant studies from other databases, languages, and non-journal sources may be excluded. Future research should expand database coverage and examine classroom-level implementation of technology-enhanced design learning. This study contributes by mapping the knowledge structure of technology-enhanced design learning and clarifying its dominant, emerging, and underdeveloped themes.
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