Fitrotin Rosyidah, Endang Susantini, Yuliani Yuliani, Nur Ainiyah, Atan Pratama, Dian Permatasari Kusuma Dayu, Marlina Ali, Amiq Fikriyati
Education is an important foundation for advancing the Sustainable Development Goals (SDGs), especially through the integration of STEM-based approaches with indigenous knowledge. This study aims to map trends, thematic developments, and geographical collaborations in relevant literature published between 2014 and 2024, to identify the direction of contextual and sustainable development of science education. This study uses the PRISMA flow to extract data from the Scopus database. Furthermore, the data was analyzed using bibliometric methods using VOSviewer, Datawrapper, and Microsoft Excel. The results of the analysis show a consistent growth in the number of publications over the past decade. The dominant themes are curriculum design, learning media and technology, learning models and approaches, and issues related to the COVID-19 pandemic and sustainability. In terms of keywords, the identification of seven thematic clusters highlights the relationship between the integration of local knowledge, creativity, problem-based learning, and scientific literacy. In terms of geographical contribution, Indonesia represents a strong involvement and focuses on the integration of cultural values into science education. In conclusion, strengthening the integration of local wisdom with STEM has the potential to significantly encourage an inclusive and sustainable learning environment and encourage educational innovation on a global scale. © 2025 The Authors, published by EDP Sciences.
Faculty of Mathematics and Natural Science, EduSTEM Center, State University of Surabaya, Surabaya, 60231, Indonesia; Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, UTM Skudai, Johor, 81310, Malaysia
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