A Bibliometric Analysis of Brain-Based Learning Research in Classroom Contexts (2010–2024): Trends, Influential Contributors, and Thematic Evolution

Abstract

The present study investigates a discussion, which has aroused general interest among scholars of education over the past few years: the influence of neuroscientific knowled gethe influence on educational sciences¿ studies f brain-based learning.based learning in recent work of educational producedic research. The rapid growth of the research related to it brought into existence a diversity of literature with various orientations and sometimes conflicting findings has contributed should have served as an obstacle to arriving at a clear picture regarding its main directions and intellectual structure. To fill this research gap, the current article performs a structured synthesis of the literature based on a bibliometric analysis combined with systematic review methodology.

In accordance with the PRISMA 2020 protocols, this study is based on Scopus database to analyze a decade (2010-2024) of publications. The initial search found 543 records. Overall, 180 publications were identified after deduplication and database filters. Upon title and abstract screening, 119 articles were rejected leaving 61 studies for full-text review. After eligibility, 16 peer-reviewed articles were included in the bibliometric and thematic analysis.

The results show a significant increase in scholarly activity as well as an obvious trend from predominant theoretical investigations to more practical and application-related research. Key countries, academic institutions, and authors that contribute to the field are identified through various statistical methodologies; a thematic structure based on educational neuroscience, learning/learner, cognition training as well as teacher-related tools is also established. These trends reflect the evolution towards the operationalization of brain-based learning principles in naturalistic educational environments.

The paper concludes by recommending that future research should focus on experimentally informed, longitudinal and comparison designs and teacher preparation/professional development programs based on brain-based instructional models to make the empirical grounds of this field more robust and its educational implications stronger