Critical thinking and education: A bibliometric mapping of the research literature (2005–2024)
Abstract
This study seeks to offer a comprehensive overview of critical thinking research in education, encompassing key authors, sources, countries, and publications. Analyzing 6122 articles from the Web of Science database published between 2005 and 2024, the study examined authors, sources, countries, documents, and their interrelationships using bibliometric analysis. It identified trends and central themes in critical thinking in education, revealing prominent authors, sources, publications, and countries. The data was used to visually represent connections between authors, sources, and countries. The analysis indicated a consistent increase in studies on critical thinking in education over the last two decades, with a notable surge in 2023. Researchers were increasingly focusing on the correlation between emerging technologies like artificial intelligence and critical thinking. Moreover, publications exploring technology-driven approaches such as online learning, flipped classrooms, and digital storytelling received significant citation counts. The analyses indicate that interest in the relationship between concepts such as motivation and collaboration and critical thinking continues to persist. Additionally, publications that applied theoretical concepts to practical contexts received higher citation rates. Thinking Skills and Creativity emerged as the leading journal in critical thinking in education, with the United States being the predominant country in this field.
Keywords
critical thinking, education, bibliometric analysis, critical thinking research trends
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