Mapping global research trends on eco-rme and environmental attitude-behavior gap in elementary education: A bibliometric analysis

This study mapped global research trends at the intersection of the environmental attitude–behavior gap and Eco-Realistic Mathematics Education (Eco-RME)/Realistic Mathematics Education (RME), including knowledge structures and geographic contributions. A descriptive bibliometric analysis used Dimensions records retrieved on September 2, 2026, combining attitude–behavior-gap terms with Eco-RME/RME, green mathematics, and environmental education terms in titles, abstracts, and keywords, limited to 2021–2026 publications associated with SDGs 4 or 13. Of 297 initial records, 52 from one unrelated conference proceeding were excluded, yielding 245 records. VOSviewer network, overlay, and density analyses were complemented by country and institutional summaries. Publications increased from 14 in 2021 to 71 in 2025. Affiliation-country data were available for 196 records, led by China, the United States, Germany, the United Kingdom, Spain, and Indonesia; 27% involved international co-authorship. Keyword clusters addressed psychological determinants, environmental education, sustainability curricula, climate policy, and behavioral interventions. No retained record explicitly mentioned “Eco-RME” or “realistic mathematics education” in its title or abstract. Thus, research on the environmental attitude–behavior gap is growing and geographically diverse, whereas its explicit integration with Eco-RME/RME in elementary education remains underdeveloped. This finding identifies a priority for future empirical investigation, not evidence of intervention effectiveness.