Inquiry-Based Learning in STEM Education: A Scientometric Mapping of Research Trends, Hotspots, and Future Directions

Abstract

Inquiry-based learning (IBL) has emerged as a cornerstone of innovative STEM education, fostering student agency and scientific thinking. However, the field remains fragmented, with limited synthesis of its evolving intellectual foundations and thematic directions. The present study employed a comprehensive bibliometric analysis to map the global landscape of IBL research within STEM education published between 1997 and July 2025. Drawing on 1,048 documents retrieved from the Scopus database, the study analyzed performance indicators, co-citation networks, and keyword co-occurrence patterns using VOSviewer. Results revealed a consistent rise in scholarly output and citations, reflecting a growing recognition of IBL’s pedagogical value. Four major intellectual clusters were identified, which emphasize curriculum standards, inquiry-driven reforms, cognitive learning perspectives, and evidence-based teaching practices. Co-word analysis revealed emergent themes, such as digital learning integration, pedagogical innovation, and disciplinary adaptation across science and engineering education. Critically, this study provides a structured lens for educators, policymakers, and researchers to navigate the complex terrain of IBL in STEM, offering empirical insights into prevailing discourses and knowledge gaps. The findings place emphasis on the need for deeper transdisciplinary collaboration, localized pedagogical models, and inquiry-based frameworks that respond to the demands of 21st-century learning. As STEM education continues to evolve, this study serves as a conceptual roadmap for future scholarship and policy-making grounded in evidence-based inquiry.