Technology Enhanced Learning in Science Education: A Bibliometric Analysis of Research Trends and Thematic Evolution

ABSTRACT Technology enhanced learning (TEL) has become progressively central to science education as digital technologies are increasingly integrated into instructional practices. This expansion is driven by rapid digital transformation, evolving pedagogical orientations and the widespread adoption of online and hybrid learning models. Despite the growing body of empirical work, a coherent understanding of the long‐term development, thematic structure and research directions of TEL within science education is yet to be sufficiently established. Accordingly, this research applies a bibliometric approach to map the development of technology enhanced learning scholarship within science education between 2005 and 2025. After a PRISMA‐informed screening process, 725 journal articles indexed in Scopus formed the final dataset for this bibliometric analysis. Descriptive indicators and relational bibliometric techniques were employed using Scopus Analyzer and VOSviewer to examine publication trends, leading journals, authors, institutions and countries, as well as dominant research themes and their temporal evolution. Analysis of the publication trends shows that research on technology enhanced learning has expanded continuously over time, with a substantial increase occurring from 2019. Thematic mapping identifies four major research clusters, namely technology supported pedagogical approaches and learner engagement, digital and STEM‐oriented learning environments, online and blended learning modalities and teacher education contexts. The overlay visualisation indicates a gradual shift from earlier e‐learning‐oriented studies towards the adoption of more immersive, interactive and pedagogically integrated digital technologies. Simultaneously, there are multiple research gaps that are found to recur in the analysis, such as the lack of focus on learning processes underlying the use of technology, the lack of consistency of the learning theory with the technological design and the absence of longitudinal support of the hybrid technology enhanced model of learning. Overall, this study advances understanding of the intellectual development of technology enhanced learning in science education and provides directions for more theoretically grounded and sustainable future research.