Artificial Intelligence in Education: Snapshot Trends and Insights from Bibliometric Analysis

Artificial Intelligence (AI), coined by John McCarthy in 1956, has significantly influenced various sectors, including education, which has leveraged computing technologies since the mid-1900s. This study conducts a bibliometric analysis of AI in education using Scopus data from 1986 to 2022, identifying 167 relevant publications out of over 4,000 AI-related works. Research trends reveal three phases: minimal growth (1980s–early 2000s), moderate growth (mid-2000s–2018), and exponential growth (2019–2022), driven by pandemic-induced educational challenges. Computer Science dominated the subject area (36%), followed by Engineering (18%) and Social Sciences/Mathematics (10%). Geographically, China led with 20% of publications, followed by the USA (9.6%) and Indonesia (6%), while Malaysia ranked fifth (4%). Co-authorship analysis highlighted strong international collaborations, with China having the most associations and the USA the strongest link strength. The United Kingdom achieved the highest citation count (387). Keyword co-occurrence analysis identified 17 significant terms, grouped into four clusters, reflecting diverse research themes. Despite progress, the low publication count (167) indicates substantial untapped potential, particularly in cross-disciplinary applications. China’s leadership suggests opportunities for global collaboration to advance research. Future studies could explore AI’s role in areas like ethical education, socio-emotional learning, and multicultural education. This analysis provides a snapshot of AI in education research, highlighting trends, gaps, and opportunities for innovation in this evolving field.