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LITERATURE REVIEW
Exploring the frontiers: A comprehensive bibliometric analysis of robotics in science education
1
Vyatka State University, Kirov, RUSSIA
2
Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA
3
Plekhanov Russian University of Economics, Moscow, RUSSIA
4
Kazan (Volga region) Federal University, Kazan, RUSSIA
5
Almetyevsk State Technological University «Petroleum High School», Almetyevsk, RUSSIA
6
I. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA
Publication date: 2024-10-13
EURASIA J. Math., Sci Tech. Ed 2024;20(10):em2520
KEYWORDS
ABSTRACT
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.
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