Volodymyr Starosta
http://orcid.org/0000-0002-5880-2482
THEMATIC STRUCTURE AND DYNAMICS OF STEM EDUCATION RESEARCH IN PRIMARY SCHOOL: A BIBLIOMETRIC ANALYSIS OF WEB OF SCIENCE DATA (1992–2025)
Full text (pdf)
Language: Ukrainian
Abstract. The relevance of the study stems from the growing role of STEM education as a strategic direction for the development of contemporary education systems and the need to systematise the scientific discourse in this field. The purpose of the article is to examine the dynamics of STEM education research in primary school and to substantiate its thematic structure through a bibliometric analysis of publications indexed in the Web of Science database between 1992 and 2025. The study employed bibliometric analysis, systematisation, screening procedures using Rayyan, and keyword co-occurrence analysis conducted with VOSviewer software (version 1.6.20). The dataset comprised 1,217 scientific publications retrieved using a thematic search query. To interpret network relationships, standard VOSviewer indicators (Occurrence, Links, Total Link Strength) were applied, together with the author-defined Average Link Strength indicator designed to assess the average intensity of interactions among key concepts within the network. The findings reveal a stable upward trend in publication activity, with a transition to rapid growth after 2015. Three major thematic clusters of the scientific discourse were identified and characterised: the conceptual-institutional cluster, the cognitive-outcome cluster, and the socio-psychological cluster. The study demonstrates that “STEM”, “achievement”, and “motivation” constitute the central integrative nodes of the identified clusters, providing intercluster connections. Overlay analysis indicates a shift in research priorities within primary education from the cognitive-psychological aspects of STEM education towards digitalisation, practice-oriented learning models, interdisciplinary research, and the implementation of innovative technologies (AR, VR, and AI). The results substantiate the transformation of STEM education in primary school from an innovative educational concept into a strategic direction of educational policy and scientific discourse.The findings may be used to identify strategic priorities for the development of STEM education within the framework of the New Ukrainian School reform, as the increasing significance of computational thinking, AI, AR, and VR technologies, and integrated learning models highlights the need to update educational standards, modernise teacher education programmes, strengthen digital STEM infrastructure, and expand interdisciplinary practices in primary education.
Keywords: STEM education, primary school, bibliometric analysis, VOSviewer, computational thinking, motivation, academic achievement.
https://doi.org/10.32987/2617-8532-2026-3-96-115
Keywords: STEM education, primary school, bibliometric analysis, VOSviewer, computational thinking, motivation, academic achievement.
https://doi.org/10.32987/2617-8532-2026-3-96-115
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3. Rogoza, V., Levchenko, F., Kalinina, L., Zasiekina, T., & Skulovatov, O. (2024). Implementation of STEM education in the framework of the New Ukrainian School reform. Scientific Herald of Uzhhorod University, 55, 2064-2073. DOI: https://doi.org/10.54919/physics/55.2024.206er4.
4. AI4STEM. (n. d.). Retrieved from https://ai4stem.erasmusplus.website/about.
5. Callingham, R., & Watson, J. (2024). Statistics education research at the school level in Australia and New Zealand: A 30-year journey. Mathematics Education Research Journal, 36(Suppl 1), 91-122. DOI: https://doi.org/10.1007/s13394-023-00470-0.
6. Karaminkova-Kabakova, E. (2024). Attitudes and challenges music teachers in preschool and elementary school face when integrating music in the interdisciplinary STEAM approach. Az-buki. DOI: https://doi.org/10.53656/ped2024-8.07 [in Bulgarian].
7. 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. DOI: https://doi.org/10.3390/educsci13080842.
8. Kwan, R., & Wong, B. (2021). Latest advances in STEAM education research and practice: A review of the literature. International journal of innovation and learning, 29(3), 323-339. DOI: https://doi.org/10.1504/IJIL.2021.114528.
9. Totikova, G., Yessaliyev, A., Makhmudova, D., & Sabyrkhanova, L. (2025). Bibliometric Analysis of STEAM Education and Technical Thinking in Primary Schools: Trends and Prospects (2014-2025). European journal of contemporary education, 14(4), 555-581. DOI: https://doi.org/10.13187/ejced.2025.4.555.
10. Jiang, H., Zhu, D., Chugh, R., Turnbull, D., & Jin, W. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education and Information Technologies, 30, 12827-12863. DOI: https://doi.org/10.1007/s10639-024-13210-z.
11. Rahman, A., Mukhamad, M., & Bambang, S. (2025). Augmented Reality in STEAM Education: A Systematic Review of Collaborative Practices for Primary Schools. International Journal of Interactive Mobile Technologies (iJIM), 19(10), 163-181. DOI: https://doi.org/10.3991/ijim.v19i10.51825.
12. Alibek, Z. A., & Akhmetova, A. I. (2025). Exploring cognitive skill development in STEM education for kindergarten children: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), 1-23. DOI: https://doi.org/10.29333/ejmste/17346.
13. Tang, K. (2021). Paradigm shifts in e-book-supported learning: Evidence from the Web of Science using a co-citation network analysis with an education focus (2010-2019). Computers & Education, 175, 104323. DOI: https://doi.org/10.1016/j.compedu.2021.104323.
14. Rao, T.S.S., Bhagat, K.K. (2024). Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices. Educational technology research and development, 72, 1893-1924. DOI: https://doi.org/10.1007/s11423-024-10364-y.
15. Behnamnia, N., Kamsin, A., & Hayati, S. (2024). Impact of Digital Game-Based Learning on STEM education in Primary Schools: A meta-analysis of learning approaches. Innoeduca-international journal of technology and educational innovation, 10(2), 113-140. DOI: https://doi.org/10.24310/ijtei.102.2024.19694.
16. Van Eck, N. J., & Waltman, L. (2023). Manual for VOSviewer version 1.6.20. Universiteit Leiden. Retrieved from https://www.vosviewer.com/documentation/Manual_VOSviewer_1.6.20.pdf.
17. Hrynevych, L., Morze, N., Vember, V., & Boiko, M. (2021). The role of digital technologies in the development of the STEM education ecosystem. Information Technologies and Learning Tools, 83(3), 1-25. DOI: https://doi.org/10.33407/itlt.v83i3.4461 [in Ukrainian].
18. Liashenko, O., Spirin, O., & Lytvynova, S. (2024). Conceptual fundamentals for the digitalization of the educational environment in general secondary education institutions. Information Technologies and Learning Tools, 102(4), 1-25. DOI: https://doi.org/10.33407/itlt.v102i4.5829 [in Ukrainian].
19. Mortimore, L. (2024). Policy before research in bilingual education in Spain: Teacher perceptions in STEAM classrooms. Journal of Learning Styles, 17(33), 24-36. DOI: https://doi.org/10.55777/rea.v17i33.5991.
20. Papagiannopoulou, T., & Vaiopoulou, J. (2024). Teachers’ Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model. European Journal of Investigation in Health, Psychology and Education, 14(11), 2850-2864. DOI: https://doi.org/10.3390/ejihpe14110187.
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23. Mueller, L., & Platz, M. (2023). Design of an Augmented Reality App for Primary School Students Which Visualizes Length Units to Promote the Conversion of Units. Design Science Research for a New Society: Society 5.0. DESRIST 2023. Lecture Notes in Computer Science, 13873, 314-328. DOI: https://doi.org/10.1007/978-3-031-32808-4_20.
24. Montoro, A., Aguayo-Arriagada, C., & Flores, P. (2021). Measurement in Primary School Mathematics and Science Textbooks. Mathematics, 9(17), 2127. DOI: https://doi.org/10.3390/math9172127.
25. Faria, A. (2024). Augmented reality and teaching strategies in the study of volcanism in elementary and secondary schools. Journal of New Approaches in Educational Research, 13(1), 18. DOI: https://doi.org/10.1007/s44322-024-00018-5.
26. Ramli, R.Z., Marobi, N.A.U., Ashaari, N.S. (2021). Microorganisms: Integrating Augmented Reality and Gamification in a Learning Tool. International Journal of Advanced Computer Science and Applications, 12(6), 354-359. DOI: https://doi.org/10.14569/IJACSA.2021.0120639.
27. Gardeli, A., & Vosinakis, S. (2025). Group dynamics in collaborative learning: Impact of emergent and scripted roles in tangible mobile augmented reality games. Computers & Education: X Reality, 7, 100102. DOI: https://doi.org/10.1016/j.cexr.2025.100102.
28. Ayuso, N., Fillola, E., Masiá, B., Murillo, A., Trillo-Lado, R., Baldassarri, S. …& Villarroya-Gaudó, M. (2021). Gender Gap in STEM: A Cross-Sectional Study of Primary School Students’ Self-Perception and Test Anxiety in Mathematics. IEEE Transactions on Education, 64(1), 40-49. DOI: https://doi.org/10.1109/TE.2020.3004075.
29. Morze, N., & Strutynska, O. (2021). STEAM competence for teachers: Features of model development. E-learning in the Time of COVID-19, 13, 187-198. DOI: https://doi.org/10.34916/el.2021.13.16.
30. Morze, N., Varchenko-Trotsenko, L., Terletska, T., & Smyrnova-Trybulska, E. (2023). Artificial intelligence as a primary school teacher assistant. Electronic Scientific Open educational e-environment of modern university, 15, 97-115. DOI: https://doi.org/10.28925/2414-0325.2023.158 [in Ukrainian].
31. Drokina, A. (2023). The use of augmented reality technologies as an effective means of implementing STEM education by future primary school teachers. Academic Visions, 25, 1-9. DOI: https://doi.org/10.5281/zenodo.10077858 [in Ukrainian].
Received: [27.04.2026]
Reviewed: [24.06.2026]
Accepted: [30.06.2026]
Published: [31.08.2026]
