Mapping Research Trends on Curriculum Literacy and Social Emotional Learning in Teacher Education: A Bibliometric Analysis

Purpose: This study presents a bibliometric mapping of research on curriculum literacy and social emotional learning (SEL) in teacher education. Rather than examining empirical effects or causal relationships, the study aims to identify publication trends, collaboration patterns, and the intellectual structure of the field. Method: Using the Web of Science (WoS) database, 85 publications published between 2019 and 2024 were analyzed through bibliometric techniques. Data were examined using VOSviewer to visualize co-authorship networks, co-citation structures, and keyword co-occurrence patterns. Findings: The findings reveal a growing scholarly interest in SEL and curriculum literacy, with increasing publication and citation trends, dominant research clusters, and strong international collaboration networks. The bibliometric maps highlight key thematic concentrations, influential authors, and emerging subtopics that shape the current research landscape. Conclusion: By providing a systematic overview of the field, this study contributes to a clearer understanding of how SEL and curriculum literacy are positioned within teacher education research and offers a foundation for future empirical and theoretical studies.