Gut Microbiota and Academic Traits: A Global Bibliometric Perspective

Abstract Objective: This study aimed to systematically map the global research landscape at the intersection of gut microbiota and cognitive-academic traits, highlighting publication trends, collaboration networks, research hotspots, and thematic gaps to support future interdisciplinary investigations. Methods: We conducted a comprehensive bibliometric analysis of publications retrieved from the Web of Science Core Collection (2000–2025) using a predefined topic search strategy covering gut microbiota and cognitive-academic terms. Data on publication year, authors, affiliations, journals, citations, and keywords were extracted and analyzed using VOSviewer, CiteSpace, and the Bibliometrix R package to visualize collaboration patterns, keyword trends, and thematic evolution. Results: A total of 67 relevant articles were identified. Annual publications have steadily increased since 2015, with a notable rise after 2020, although most studies focus on disease contexts, particularly neurodegenerative disorders and neuroinflammation. Research directly addressing academic performance, learning ability, or discipline-specific cognitive styles remains sparse. China and the United States lead in output, but international and cross-disciplinary collaborations are limited. Keyword analysis revealed dominant themes related to the gut-brain axis and oxidative stress, with minimal focus on educational traits. Conclusion: This study provides the first quantitative synthesis of global research trends on gut microbiota and cognitive-academic traits. Findings highlight the need for empirical studies and cross-sector collaboration to explore the role of gut microbiota in learning and cognition, offering a foundation for future personalized education and cognitive intervention strategies.