A bibliometric analysis of learning environments in chemistry education

Nataliia Yu. Lykhopavlo

doi:10.55056/seq.1071

Authors

Nataliia Yu. Lykhopavlo Kryvyi Rih State Pedagogical University Author

DOI:

https://doi.org/10.55056/seq.1071

Keywords:

bibliometric analysis, chemistry education, learning environments, VOSviewer, research trends, digital learning, science education

Abstract

This study presents a comprehensive bibliometric analysis of research on learning environments in chemistry education, examining global trends and patterns from a corpus of 988 publications indexed in the Scopus database as of July 2025. The research employed bibliometric techniques using VOSviewer to analyse publication trends, collaboration networks, and thematic evolution in the field. The analysis revealed a significant increase in research output since 2014, with notable acceleration following the COVID-19 pandemic. Three major research clusters emerged from keyword co-occurrence analysis: technology-enhanced learning environments, inquiry-based pedagogical approaches, and assessment methodologies. The United States (287 publications, 29%), China (156 publications, 16%), and Germany (98 publications, 10%) lead in publication output, while emerging research centres in Turkey and developing countries show increasing contributions. The findings indicate a paradigm shift from traditional laboratory-based instruction to digital and hybrid learning environments, with artificial intelligence and virtual reality emerging as transformative technologies.

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