Systems thinking (ST) has become an essential framework in science education, promoting interdisciplinary understanding, comprehensive reasoning, and effective problem-solving skills. This study offers an in-depth bibliometric analysis of ST-related research within the field of science education, covering the period from January 2010 to December 2024. By employing advanced visualization tools such as Biblioshiny, VOSviewer, and Microsoft Excel, the study uncovers key thematic areas, influential researchers, and prominent academic journals that have significantly contributed to the development of this domain. The findings indicate a marked increase in scholarly interest following UNESCO’s 2015 designation of systems thinking as a core educational competency. Despite the growing body of literature, the analysis highlights a notable lack of cohesive international collaboration, pointing to the continued fragmentation of research efforts across different regions and institutions. This trend suggests a pressing need for more integrated and cross-disciplinary approaches in order to fully leverage the potential of systems thinking within science education. Mapping the intellectual structure and evolution of the field, the study not only traces how the discourse around ST has developed over time but also provides valuable insights for shaping future directions. It offers guidance for educators, policymakers, and scholars aiming to embed systems thinking more effectively into various scientific disciplines. By shedding light on existing gaps and opportunities, this research emphasizes the importance of fostering collaborative networks and innovative pedagogies that align with the complex challenges of contemporary science education. Ultimately, the study serves as a strategic resource for those seeking to enhance educational practices through a systems-oriented lens, reinforcing the relevance of ST as a tool for nurturing critical thinking and interdisciplinary competence among learners in an increasingly interconnected world.

Systems thinking, science education, bibliometric analysis, research impact, interdisciplinary collaboration

Systems thinking (ST) has become an essential framework in science education, promoting interdisciplinary understanding, comprehensive reasoning, and effective problem-solving skills. This study offers an in-depth bibliometric analysis of ST-related research within the field of science education, covering the period from January 2010 to December 2024. By employing advanced visualization tools such as Biblioshiny, VOSviewer, and Microsoft Excel, the study uncovers key thematic areas, influential researchers, and prominent academic journals that have significantly contributed to the development of this domain. The findings indicate a marked increase in scholarly interest following UNESCO’s 2015 designation of systems thinking as a core educational competency. Despite the growing body of literature, the analysis highlights a notable lack of cohesive international collaboration, pointing to the continued fragmentation of research efforts across different regions and institutions. This trend suggests a pressing need for more integrated and cross-disciplinary approaches in order to fully leverage the potential of systems thinking within science education. Mapping the intellectual structure and evolution of the field, the study not only traces how the discourse around ST has developed over time but also provides valuable insights for shaping future directions. It offers guidance for educators, policymakers, and scholars aiming to embed systems thinking more effectively into various scientific disciplines. By shedding light on existing gaps and opportunities, this research emphasizes the importance of fostering collaborative networks and innovative pedagogies that align with the complex challenges of contemporary science education. Ultimately, the study serves as a strategic resource for those seeking to enhance educational practices through a systems-oriented lens, reinforcing the relevance of ST as a tool for nurturing critical thinking and interdisciplinary competence among learners in an increasingly interconnected world.

Systems thinking, science education, bibliometric analysis, research impact, interdisciplinary collaboration