Global Trends and Collaborations in AI-Based Chemistry Education Research: A Bibliometric Analysis

Abstract

In recent years, the integration of artificial intelligence (AI) into chemistry education has attracted increasing attention, leading to a growing body of research in this field. This study offers an in-depth bibliometric examination of publications focusing on artificial intelligence (AI) in chemistry education during the period 2021–2025. The data were retrieved from the Web of Science database, and the analysis was conducted using VOSviewer. A total of 972 publications meeting the defined criteria were identified. The yearly distribution of publications reveals a significant upward trend in research output, reaching its highest level in 2025. At the country level, the United States, China, and Germany were identified as the primary contributors to the field. In addition, the most productive authors were M. Cooper, R. L. Stowe, and R. Blonder. With respect to journal productivity and citation impact, the Journal of Chemical Education was identified as the most prominent source. University of South Florida, Michigan State University and University of Iowa are the most productive universities. Keyword co-occurrence analysis revealed that the most frequently used terms included “Undergraduate Education”, “Chemistry Education” and “General Chemistry”. Overall, these findings provide valuable insights into recent developments and emerging trends in AI research within chemistry education. The study is expected to support researchers in identifying key research directions and to inform future investigations in this rapidly evolving field.