Professional development for <scp>STEM</scp> educators: A bibliometric analysis of the recent progress

Ahmed, Salah; Zhang, Wenlan; Ma, Hongliang; Feng, Zhichao

doi:10.1002/rev3.3392

Cited by 2 publications

(1 citation statement)

References 162 publications

(200 reference statements)

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“…The majority of the publications were published between 2019 and 2023, with a noteworthy rise starting in 2020. This finding is consistent with previous studies (Ahmed et al, 2023;Chen et al, 2021;Zhang et al, 2022). The United States of America, China, and the United Kingdom were the top three most prolific countries with the most publications similar to the research done by Ha et al (2021).…”

Section: Discussionsupporting

confidence: 93%

Uncovering patterns and trends in online teaching and learning for STEM education

et al. 2023

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This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.

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Section: Discussionsupporting

confidence: 93%

Uncovering patterns and trends in online teaching and learning for STEM education

et al. 2023

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Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

Bustamante-Mora,

Diéguez-Rebolledo,

Hormazábal

et al. 2024

Sustainability

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Today, sustainability in higher education is a key factor for our society, and women play a fundamental role. However, gender faces a series of inequalities in this field of action, and from this point of view, university education is not left out. It is necessary to incorporate strategies and initiatives to reduce these inequalities within the classroom, supported mainly through public policies, which represents a challenge. It is a practical and essential challenge for public and private universities to ensure that their students are prepared for a globalized, sustainable, and gender-sensitive world. In the 2030 Agenda, two Sustainable Development Goals are proposed to address these issues, targeting SDG 5 gender equality and SDG 4 inclusive education. This study considers that to address this issue, it is necessary to identify initiatives that aim to propose measures for sustainable education and reduce the gender gap, to know which and what types of policies or strategies aim to address these issues in higher education in the same way of identifying good practices focused on inclusive policies, models, and teaching styles, also considering scientific research for sustainable education. This study considers the review of policies to reduce gaps in the STEM areas of university education and whether these measures address the goal of sustainable development. As main findings and conclusions, this study highlights the initiatives and good practices found in the literature review since 2007 but concentrated during the last five years. In addition to the literature review, this bibliographic review is complemented by presenting a practical case study with real data from a public, state, and regional university in the south of the country of Chile that takes on this challenge and shares it. The PRISMA protocol guided this study, finding 341 relevant articles to be analyzed, which mainly show how it is possible to implement measures and improve sustainable education with a gender focus through policies and initiatives within a university in the short term.

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Professional development for STEM educators: A bibliometric analysis of the recent progress

Cited by 2 publications

References 162 publications

Uncovering patterns and trends in online teaching and learning for STEM education

Uncovering patterns and trends in online teaching and learning for STEM education

Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

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