Trends in Pedagogical Research in Learning Environments: A Scopus-Based Bibliometric Analysis (2000–2025)

Abstract

This research presents a bibliometric analysis of pedagogical research in learning environments, focusing on the trends and contributions from 2000 to 2025. The study utilizes Scopus database to examine the publication patterns, research focus, and evolving pedagogical approaches within the context of learning environments. The results highlight significant growth in publications, especially after 2016, reflecting an increasing interest in digital pedagogical methods. Initially, the number of publications was relatively low and fluctuated, but the introduction of new educational technologies led to a rapid rise in research output. By 2023, the number of publications peaked, underscoring the growing significance of technology integration in pedagogical practices. The study identifies three major research clusters: (1) technology-based learning environments such as e-learning, blended learning, and virtual reality; (2) pedagogical designs focusing on problem-based learning, education computing, and human-computer interactions; and (3) human-centered approaches addressing students, professional development, and the social and emotional dimensions of education. The analysis also emphasizes the growing importance of integrating well-being and psychological aspects within learning environments, especially in the context of digital pedagogy. The United States emerged as a dominant contributor to the field, followed by countries such as the United Kingdom and Australia. Furthermore, the analysis reveals that leading academic institutions like the University of California, Berkeley and Stanford University play a significant role in shaping global pedagogical research. By mapping the current trends and key themes in pedagogical research, this study provides valuable insights for educators, institutions, and policymakers. It calls for an adaptive and inclusive approach to pedagogy that incorporates digital tools, promotes collaborative learning, and ensures the holistic development of students, considering both academic and emotional well-being