Energy transition and sustainability education: Bibliometric insights for holistic graduate program design

The energy transition (ET) has emerged as a complex and interdisciplinary research domain central to addressing global sustainability challenges. However, a significant gap remains in systematically linking scientific knowledge evolution in ET with graduate-level curricula design. This study applies bibliometric, thematic, and network analyses to examine 338 SCOPUS-indexed publications (2007–2024), identifying key research trends, collaboration patterns, and emerging thematic clusters. Based on these findings, the study proposes a knowledge framework to support the development of interdisciplinary graduate programs aligned with scientific priorities and educational demands. It emphasizes the importance of training socio-technological scientists with advanced technical, analytical, and socio-political competencies. These professionals are expected to lead sustainable innovation, design inclusive energy policies, and promote decarbonization strategies in industrialized and developing contexts. The results highlight the value of international collaboration, and the growing diversification of disciplines involved in ET research. They also reveal the urgent need to integrate socio-technical approaches that respond holistically to environmental and societal challenges. This study contributes to bridging academic and practical demands by offering a framework for curriculum development that prepares future leaders capable of guiding systemic transformations toward sustainable and equitable energy systems. • A comprehensive review of the relevance of studying the energy transition trend. • Analysis of thematic maps and bibliometric tools. • Identify hot scientific disciplines and future directions. • Propose a prospective knowledge framework for the energy transition trend. • Proposed methodology for creating an innovative graduate program.