Culturally Responsive STEM Teaching in Higher Education: A Decade of Bibliometric Analysis
DOI:
https://doi.org/10.46328/ijonse.7887Keywords:
Bibliometric analysis, Culturally responsive, Higher education, Pedagogy, STEMAbstract
This study conducts a bibliometric analysis about culturally responsive teaching within the Science, Technology, Engineering, and Mathematics (STEM) in higher education from 2015 to 2025. With the utilization of VOSviewer software, the co-citation and co-word analysis were performed. This study involves 1,076 literature which explores the emerging literature of the field from the Scopus database. The findings revealed a 45 times increase in publication output, which displays a shift from an emerging inquiry to a global academic trend. While the United States remains the primary producer and surging contributions from the developing nations. The intellectual basis is pioneered by journals on culturally relevant ways of teaching but the data show an important shift toward culturally sustaining pedagogies. One of the findings is the start of a digital frontier, which utilizes artificial intelligence and computer-based instruction for cultural applications. Furthermore, the overlay visualization revealed a trend from theory-based practices to emphasis on instructional pedagogies and teachers' development. This study concludes that the future of STEM education in a culturally bounded context depends on a complex combination of pedagogy and technology. These results promote a roadmap for educators and policymakers for the creation of inclusive learning that would sustain students' needs.
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