Scientific production on artificial intelligence in education: a bibliometric analysis based on metadata using VOSviewer (2015-2026)
DOI:
https://doi.org/10.5281/zenodo.21246675Keywords:
bibliometric analysis, education, artificial intelligenceAbstract
In the current educational landscape, artificial intelligence (AI) has generated a paradigmatic transformation toward the so-called Education 4.0, significantly transforming teaching methods, personalization, and learning assessment. Consequently, this research allowed for the analysis of scientific production on AI in education identified in the Scopus database during the 2015-2026 period, employing a methodology based on the deductive process, with a quantitative perspective, a descriptive scope, and a documentary and longitudinal research design. The metadata collection instrument was a structured search string with Boolean operators with 4,599 analyzed documents, processing the information through VOSviewer software for the sociometric mapping of co-occurrence and institutional collaboration networks. Accordingly, the results obtained identified an exponential increase in publications starting in 2023, driven by the rise of generative AI, where original articles served as the main channel of scientific communication, accounting for 65.9% of the total production. The bibliometric analysis reveals an intellectual distribution organized into three dominant clusters: the technological axis, pedagogical applications, and the emerging ethical axis focused on academic integrity and the use of ChatGPT. Furthermore, the geographic analysis highlights the fundamental role of universities in Peru within Latin America, contributing 23.6% of the publications associated with the development of research skills in university students. In conclusion, AI acts as an essential cognitive assistant that does not replace the teacher; instead, it requires pedagogical leadership guided by ethical principles and social inclusion.
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