Exploring the frontiers: A comprehensive bibliometric analysis of robotics in science education

The present bibliometric review focuses on the 50 research articles indexed in Scopus Database in robotics science education (RSE) between the years 2012 and 2024. The analysis of publications shows the steady growth rates which is especially notable for 2021 thereby specifying the growing demand in the field. These are researchers from universities named The Aristotle University of Thessaloniki, The Kaunas University of Technology, and the NYU Tandon School of Engineering. The funding bodies that have greatly supported research work include National Science Foundation, CAS-TWAS Scholarships, and EPF Lausanne. The current study emphasizes that the topic of robotics in the learning process involves tendencies of the social sciences, engineering, computer science, psychology and other sciences. The United States leads in publication output, followed by countries like Greece, Turkey, and Lithuania, highlighting a global interest in leveraging robotics for educational innovation geographically. The location of the research studies points to the fact that, there is a need to reach out to various countries as a way of encouraging the use of robotics in the STEM curriculum. The following analysis offers insights into the current trends, risks, and opportunities of robotic innovations in education study and underlined the need for a continuous stakeholders’ discourse on the best use of robots in enhancing science learning. This bibliometric analysis emphasizes the dynamic growth, disciplinary integration, and international collaboration characterizing RSE, underscoring the importance of ongoing dialogue and cooperation to realize its transformative potential in STEM education. © 2024 © 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).