Bibliometrics Analysis: Rural Education & STEM using Scopus Database

The integration of rural education and STEM (Science, Technology, Engineering and Mathematics) has recently garnered significant attention, particularly during the COVID-19 pandemic, highlighting the digital divide and educational disparities between rural and urban areas worldwide. This bibliometric analysis aims to examine the development of rural education and STEM from 1914 to 2024 using the Scopus database. Applying the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) PRISMA methodology for article selection, 1,208 articles relevant to rural education and STEM were identified after applying inclusion and exclusion criteria. Initial findings indicate an upward trend in publications on this topic, with a significant spike starting in 2016 and continuing to increase. The USA leads in research output with 321 articles, followed by South Africa with 137 articles and the UK with 132 articles. The University of Kwazulu-Natal in Berea, Durban, South Africa, is the leading institution with 21 articles. Torres Wooley from the School of Medicine & Dentistry, James Cook University, Townsville, Queensland, Australia, is the most prolific author with five publications in this area. The analysis reveals a growing body of literature on innovative pedagogical approaches, policy implications, and technology integration in rural STEM education. This study provides valuable insights into rural STEM education trends and critical themes by mapping the research landscape, identifying key contributors, and exploring collaborative networks. The findings are crucial for researchers, policymakers and educators aiming to enhance STEM education in rural settings, promoting equitable access and fostering a future-ready workforce.