Abstract This study aims to explore how complexity science has been applied in education and to identify key research patterns, with a particular focus on the role of systems thinking as one of its central educational manifestations. Using a combined approach of bibliometric mapping, content analysis and thematic synthesis, the study analyses 357 publications from 2015 to 2024 alongside 50 influential articles selected for in‐depth review. Findings reveal that while complexity science provides a strong theoretical foundation for understanding dynamic and adaptive learning environments, its translation into educational practice remains partial. Systems thinking emerges as a major theme, especially in studies involving K–12 and undergraduate students, highlighting interest in fostering holistic and interdisciplinary perspectives. However, teachers and administrators are less frequently studied, pointing to an important gap in practice‐oriented research. Data collection is dominated by traditional surveys and tests, though qualitative and multimodal approaches are gaining visibility. The analysis identifies five thematic dimensions: applications across contexts, impacts on student learning, theoretical grounding, implementation strategies and challenges. Overall, the field shows steady growth yet limited integration across disciplines and regions. The study concludes that advancing complexity‐informed education requires stronger methodological diversity, greater attention to educators' roles and enhanced international collaboration.
Durak et al. (Mon,) studied this question.