With the acceleration of digital transformation in education, this paper examines how blockchain is being framed as a governance solution for trust, transparency, and decentralization. Using a hybrid bibliometric and thematic analysis of 93 Web of Science and Scopus publications, the study maps publication trends, leading outlets, author networks, and conceptual clusters. We analyze co-authorship networks, keyword co-occurrence patterns, and conceptual structures using VOSviewer version 1.6.19 and the R-based Bibliometrix package. Then, we apply qualitative coding to offer a more profound interpretation of governance stories. Findings show that blockchain in educational governance is predominantly positioned through techno-managerial lenses—focusing on secure credentials, tamper-proof records, and efficiency—while critical perspectives on power, equity, and participation remain limited. Global North institutions and computer science–oriented venues dominate the field, with little engagement from Global South contexts or educational leadership scholarship. The paper concludes by proposing a research agenda that reimagines blockchain not as a neutral tool, but as a socio-technical assemblage that must be interrogated through equity-, ethics-, and community-centered frameworks.
Arar et al. (Fri,) studied this question.