Generative Artificial Intelligence in K-12 Education: A Bibliometric Analysis and Trends.
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| Title: | Generative Artificial Intelligence in K-12 Education: A Bibliometric Analysis and Trends. |
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| Authors: | Akgün, Muhterem1 makgun27@gmail.com |
| Source: | İnönü University Journal of the Faculty of Education (INUJFE). Apr2026, Vol. 27 Issue 1, p249-268. 20p. |
| Subject Terms: | *Generative artificial intelligence, *Bibliometrics, *Compulsory education, *Teacher education, *Educational technology, *Cooperative research, *Cognitive ability |
| Geographic Terms: | United States, China |
| Abstract: | The aim of this study is to identify trends, overall research patterns, and collaboration networks in studies on generative artificial intelligence at the K-12 level. To this end, research related to generative artificial intelligence and education was retrieved from the Web of Science database, and a total of 207 publications were included in the analysis. The study examined the most productive and most highly cited authors, institutions, and countries in the field, as well as collaboration networks and thematic structures. Data were analyzed using R Studio-based biblioshiny for bibliometrix tool. The findings reveal that China and the United States occupy central positions in generative artificial intelligence research at the K-12 level, while international collaboration networks among countries remain relatively weak. At the institutional level, organizations based in China, the United States, Hong Kong, and Australia were identified as leading contributors. The journals publishing the highest number of studies were high-impact journals in the field of educational technology. Trend topics in the literature include generative artificial intelligence, technological pedagogical content knowledge, computational thinking skills, artificial intelligence literacy, self-regulation skills, assessment, ChatGPT, teacher education, curriculum integration, skills development, barriers, and opportunities. Overall, research in the field has evolved from a predominantly technology-oriented perspective toward studies focusing on the design of generative artificial intelligence in K-12 education, teacher competencies and professional development, and the effects of these technologies on students' cognitive and affective skills. Based on the findings, recommendations are provided for strengthening international collaboration and conducting comparative bibliometric analyses in future research. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The aim of this study is to identify trends, overall research patterns, and collaboration networks in studies on generative artificial intelligence at the K-12 level. To this end, research related to generative artificial intelligence and education was retrieved from the Web of Science database, and a total of 207 publications were included in the analysis. The study examined the most productive and most highly cited authors, institutions, and countries in the field, as well as collaboration networks and thematic structures. Data were analyzed using R Studio-based biblioshiny for bibliometrix tool. The findings reveal that China and the United States occupy central positions in generative artificial intelligence research at the K-12 level, while international collaboration networks among countries remain relatively weak. At the institutional level, organizations based in China, the United States, Hong Kong, and Australia were identified as leading contributors. The journals publishing the highest number of studies were high-impact journals in the field of educational technology. Trend topics in the literature include generative artificial intelligence, technological pedagogical content knowledge, computational thinking skills, artificial intelligence literacy, self-regulation skills, assessment, ChatGPT, teacher education, curriculum integration, skills development, barriers, and opportunities. Overall, research in the field has evolved from a predominantly technology-oriented perspective toward studies focusing on the design of generative artificial intelligence in K-12 education, teacher competencies and professional development, and the effects of these technologies on students' cognitive and affective skills. Based on the findings, recommendations are provided for strengthening international collaboration and conducting comparative bibliometric analyses in future research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13002899 |
| DOI: | 10.17679/inuefd.1813624 |
