ABSTRACT The present study aims to summarize technology and cognitive research embedded within K‐12 STEM education through a bibliometric analysis. This study follows the global trend of increasing world attention toward technology‐enhanced learning and future engineering skills development. A total of 1169 publications indexed in the Scopus database between 2020 and 2025 were initially identified. The initial records were screened and refined according to the inclusion criteria. In the end, the researchers obtained only 819 documents eligible among these files. The data were analysed using descriptive performance indicators and science mapping techniques with Scopus Analyzer and VOSviewer or publication trends, authorship patterns, country contribution, major journals, themes, and international collaboration networks. Unlike existing bibliometric reviews that examine technological innovation or cognitive perspectives in isolation, this study provides an integrated science‐mapping analysis that systematically connects technological tools, cognitive dimensions, and K‐12 STEM education contexts. The findings indicate that the United States, China, Indonesia, Hong Kong, Malaysia, and several European countries are among the most active contributors. Core journals, including Education Sciences, Frontiers in Education, and Education and Information Technologies, play an important role in disseminating research within the field. Keyword co‐occurrence analysis revealed three types of thematic clusters, which are STEM learning and curriculum design, technology‐enhanced learning environments, and cognitive or learning‐analytic perspectives. Collaboration analysis further reveals an increasingly interconnected international research network. Overall, the findings highlight the growing intersection between technological innovation and cognitive approaches in shaping future STEM learning environments. This study provides a consolidated overview of the research landscape.
Muhammad et al. (2026) studied this question.