MAPPING ARTIFICIAL INTELLIGENCE–SUPPORTED SCAFFOLDING IN EDUCATION: A BIBLIOMETRIC ANALYSIS (2022–2026)
DOI:
https://doi.org/10.35631/IJMOE.832011Keywords:
Artificial Intelligence, Bibliometric Analysis, ScaffoldingAbstract
Research on Artificial Intelligence (AI)-supported scaffolding in education has expanded rapidly, yet a systematic overview of its development remains limited. This study conducts a bibliometric analysis to map publication trends, influential studies, research themes, and collaboration patterns in this field. Data were collected using advanced Scopus searches, yielding 370 journal articles (2022-2026). Scopus Analyzer, OpenRefine, and VOSviewer were employed for statistical analysis, data cleaning, and visualization. The findings reveal accelerated growth, dominant thematic clusters around generative AI and scaffolding, and concentrated international collaboration, highlighting emerging directions for future educational research and practice.
Downloads
References
Berber, S., Brückner, M., Maurer, N., & Huwer, J. (2025). Artificial intelligence in chemistry research─Implications for teaching and learning. Journal of Chemical Education, 102(4), 1445–1456. https://doi.org/10.1021/acs.jchemed.4c01033
Deep, P. D., & Chen, Y. (2025). The role of AI in academic writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), Article 247. https://doi.org/10.3390/soc15090247
Erümit, A. K., & Sarıalioğlu, R. Ö. (2025). Artificial intelligence in science and chemistry education: A systematic review. Discover Education, 4(1), Article 622. https://doi.org/10.1007/s44217-025-00622-3
Hermanns, J. (2021). The task navigator following the STRAKNAP concept: Development, application, and evaluation of a new scaffold to support nonmajor chemistry students while solving tasks in organic chemistry. Journal of Chemical Education, 98(4), 1077–1087. https://doi.org/10.1021/acs.jchemed.0c01162
Iyamuremye, A., Niyonzima, F. N., Mukiza, J., Twagilimana, I., Nyirahabimana, P., Nsengimana, T., Habiyaremye, J. D., Habimana, O., & Nsabayezu, E. (2024). Utilization of artificial intelligence and machine learning in chemistry education: A critical review. Discover Education, 3(1), Article 197. https://doi.org/10.1007/s44217-024-00197-5
Katsenou, R., Kotsidis, K., Papadopoulou, A., Anastasiadis, P., & Deliyannis, I. (2025). Beyond assistance: Embracing AI as a collaborative co-agent in education. Education Sciences, 15(8), Article 1006. https://doi.org/10.3390/educsci15081006
Keller, D., & Hermanns, J. (2023). The digital task navigator as a scaffold for supporting higher education students while solving tasks in organic chemistry. Journal of Chemical Education, 100(10), 3818–3824. https://doi.org/10.1021/acs.jchemed.2c00518
Kinto-Ramirez, H., Yunes-Rojas, J. A., Nieto-Jalil, J. M., Morales-Nava, R., Sayeg-Sanchez, G., & Lozano-Aponte, J. (2025). Integrating narrative learning and AI for collaborative problem solving in engineering education. In 2025 6th International Conference of the Portuguese Society for Engineering Education (CISPEE 2025). https://doi.org/10.1109/CISPEE64787.2025.11124044
Kong, S.-C., Lee, J. C.-K., & Tsang, O. (2024). A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking. Research and Practice in Technology Enhanced Learning, 19, Article 030. https://doi.org/10.58459/rptel.2024.19030
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review. Information, 16(7), Article 519. https://doi.org/10.3390/info16070519
Mahalingam, M., Morlino, E. A., & Fasella, E. (2019). The impact of technology-assisted "scaffolding" on student learning in general chemistry. ACS Symposium Series, 1318, 233–245. https://doi.org/10.1021/bk-2019-1318.ch015
Reddy, M. R., Walter, N. G., & Sevryugina, Y. V. (2024). Implementation and evaluation of a ChatGPT-assisted special topics writing assignment in biochemistry. Journal of Chemical Education, 101(7), 2740–2748. https://doi.org/10.1021/acs.jchemed.4c00226
Tawfik, A. A., Law, V., Ge, X., Xing, W., & Kim, K. (2018). The effect of sustained vs. faded scaffolding on students' argumentation in ill-structured problem solving. Computers in Human Behavior, 87, 436–449. https://doi.org/10.1016/j.chb.2018.01.035
Vo, K., Sarkar, M., White, P. J., & Yuriev, E. (2025). Exploring problem-solving scaffolds in general chemistry: A systematic review of scaffolding goals and instructional approaches. Journal of Chemical Education, 102(3), 1004–1018. https://doi.org/10.1021/acs.jchemed.4c01327
Weda, S., & De Vega, N. (2024). Artificial intelligence in writing instruction: A self-determination theory perspective. XLinguae, 17(1), 234–244. https://doi.org/10.18355/XL.2024.17.01.16
