MAPPING THE LANDSCAPE OF STEAM EDUCATION (2021–2025): A BIBLIOMETRIC ANALYSIS OF MEDIA, LEARNING OUTCOMES, AND ASSESSMENT PRACTICES
DOI:
https://doi.org/10.23969/jp.v10i04.35572Keywords:
Keywords: assessment practices, bibliometric analysis, instructional media, learning outcomes, primary education, steam educationAbstract
This study maps the state of science, technology, engineering, arts, and mathematics education from 1 January 2021 to 16 October 2025 by synthesizing research on instructional media, learning outcomes, and assessment practices. The objective is to identify dominant trends, gaps, and implications to guide classroom innovation and evaluation. Articles were located in Scopus, Google Scholar, and Crossref and screened using a process modeled on PRISMA. From 1,375 records, 168 met the inclusion criteria after duplicate removal, relevance screening, and full-text checks focused on classroom practice, media integration, and outcome measurement. Methods combined a systematic review with bibliometric mapping of annual output, venues, co-authorship, keyword co-occurrence, and methodological features. Results show steady growth, peaking in 2024, and five clusters: primary education, media development and validation, learning-outcome testing, analytical approaches, and digital engagement. Quantitative achievement testing remains prevalent, while formative and performance-based assessments and measures of digital literacy and higher-order thinking gain momentum. The review concludes that enhanced technology, student-centered designs are reshaping practice and recommends media-rich tasks, clear rubrics, and longitudinal, comparable assessment frameworks.
Keywords: assessment practices, bibliometric analysis, instructional media, learning outcomes, primary education, steam education
Downloads
References
Abdi, A. I., Malik, A., Ali, S., & Muslikhah, S. (2024). Tracing the evolution of STEM education: A bibliometric analysis. Frontiers in Education, 9, 1457938. https://doi.org/10.3389/feduc.2024.1457938
Amanova, A. K., Butabayeva, L. A., Abayeva, G. A., Umirbekova, A. N., Abildina, S. K., & Makhmetova, A. A. (2025). A systematic review of the implementation of STEAM education in schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2568.
Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975.
Cai, Z., Zhu, J., & Tian, S. (2023). Research progress of STEM education based on visual bibliometric analysis. SAGE Open, 13(3), 1–13.
Chiu, T. K.-F. (2025). A decade of research contributions and emerging trends in the International Journal of STEM Education. International Journal of STEM Education, 12, 7.
Deák, C., & Kumar, B. (2024). A systematic review of STEAM education’s role in nurturing digital competencies for sustainable innovations. Education Sciences, 14(3), 226.
Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7, 24.
Jiang, H., Ye, Z., Sun, L., & Liu, Y. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: A systematic review. Education and Information Technologies.
Karampelas, K., & Argyriou, A. (2023). Examining the relationship between TPACK and STEAM through a bibliometric study. Journal of Science Education and Technology (SciKedNet).
Lampropoulos, G., Keramopoulos, E., & Diamantaras, K. (2024). Virtual reality and gamification in education: A systematic review of recent trends. Educational Technology & Society.
Leavy, D., Hourigan, M., Carroll, A., Harkin, J., Mulligan, S., & Prendergast, M. (2023). Emerging technologies in STEAM education: A systematic review. Journal of Computer Assisted Learning, 39(6), 1397–1420.
Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: A bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8, 41.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43.
Phuong, N. L., Hien, L. T. T., Linh, N. Q., Thao, T. T. P., Pham, H.-H. T., Giang, N. T., & Thuy, V. T. (2023). Implementation of STEM education: A bibliometrics analysis from case study research in Scopus database. Eurasia Journal of Mathematics, Science and Technology Education, 19(6), em2278.
Rodrigues-Silva, J., & Alsina, Á. (2023). STEM/STEAM in early childhood education for sustainability (ECEfS): A systematic review. Sustainability, 15(4), 3721.
Ruiz Vicente, F., Margarit, D., Gilabert-Cerdà, A., & Gómez-Trigueros, I. M. (2020). “Sustainable City”: A STEAM project using robotics to bring climate change closer to primary school students. Sustainability, 12(22), 9696.
Sanz-Camarero, M., Muñoz-González, J. M., Ratcliffe, M., & Evans, J. (2023). The impact of integrated STEAM education on arts education: A systematic review. Education Sciences, 13(11), 1139.
Silva-Hormazábal, M., & Alsina, Á. (2023). Exploring the impact of integrated STEAM education in early childhood and primary education teachers. Education Sciences, 13(8), 842.
Tene, T., Sharma, K., Alrashed, W., & Yadav, A. (2025). The applicability of serious games in distance learning: A systematic review of STEM studies during the COVID-19 pandemic. Frontiers in Education, 10, 1432982.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
