Artificial Intelligence in Education: Insights from a Bibliometric Study (2010–2025) Based on Scopus and Web of Science"
Abstract
This bibliometric study examined articles on artificial intelligence (AI) in education from 2010 to 2025, using data from Scopus and Web of Science. Analytical tools such as VOSviewer were employed to explore publication trends, keyword usage, citation patterns, and research influence across countries, institutions, and authors. The results indicate a sharp rise in AI-related educational research, particularly in 2024. In the Scopus database, the term "artificial intelligence" emerged as the most prevalent keyword, appearing 44 times. It was followed by "higher education" and "ChatGPT." In contrast, the Web of Science database exhibited a different trend, with "ChatGPT" and "artificial intelligence" appearing equally, at four instances each. Additionally, it highlighted emerging terms such as "LLM" and "GPT-4." The United States demonstrated a leading position in terms of publication output in both datasets, with countries such as China, Spain, the UK, and Türkiye following closely behind, exhibiting only minor variations in document counts. Furthermore, VOSviewer has been shown to identify contributions from countries such as India and Brazil, offering more profound insights through the use of citation and collaboration metrics. Notable authors in this field include Chai Ching Sing and Mishra, with the latter contributing 13 publications. These findings reflect the expanding role of AI in transforming educational practices and emphasise the global academic community's growing interest in this field. The study emphasizes the importance of bibliometric tools in mapping research trends and scholarly impact.
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DOI: https://doi.org/10.51383/ijonmes.2025.428
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