Exploring Sustainability in Science Education: A Bibliometric Analysis of Web of Science (WoS) Data

This bibliometric analysis study aims to identify, analyze, and discuss the current trends and thematic structures within the literature of sustainability in science education indexed in Web of Science (WoS) database from the first mention of the term through mid-2025. Therefore, the study focuses on a comprehensive bibliometric analysis and offers a discipline-specific systematic mapping of publication trends, influential scholars, and thematic structures in science education research. A total of 954 peer-reviewed articles were analyzed through three-stage process combining descriptive, network-based, and qualitative thematic analysis. First, descriptive bibliometric indicators which include publication trends by year, journal-and country-level distributions, and the most cited studies and authors were examined. Findings revealed a consistent upward trajectory in publication activity since 2007, with a sharp acceleration after 2098. It reflects the influence of the United Nations' Sustainable Development Goals (SDGs) on research agendas. The Sustainability journal emerged as the most leading journal, while the United States and Germany in country categorization led in national contributions. Second, keyword co-occurrence and thematic analyses highlighted core conceptual clusters centered on sustainability, climate change, biodiversity, and citizen science, as well as methodological strands focusing on program development, pedagogical approaches, and technological applications. Third, the categorization ofpublication types showed that the field is equally shaped by implementation-based interventions and review studies, while research on teachers and teacher candidates remains underrepresented. This study provides a field-specific synthesis of how sustainability has evolved within science education research and underscores the need for broader database triangulation and deeper theoretical engagement in future research.