Curriculum development in higher education: A bibliometric analysis with insights from European and Turkish contexts

Abstract This study investigates the state of research on curriculum development in higher education (CDHE) through a bibliometric analysis, with a particular focus on the European and Turkish contexts. Using 133 articles indexed in Scopus, the study examines publication trends, contributing countries and institutions, collaboration networks, relevant authors and emerging research themes. Findings indicate that research on CDHE has grown steadily since 2012, peaking in 2020, with the United Kingdom and Australia emerging as the most influential contributors in terms of publication and citation impact. In Europe, the Bologna Process and subsequent policy initiatives have been instrumental in shaping curriculum research and reform. In Türkiye, however, bibliometric visibility remains limited, reflecting the historical dominance of centralized control by the Council of Higher Education (YÖK). Yet, recent reforms, including YÖK's decentralization of curriculum authority (2021) and the influence of accreditation frameworks, suggest a likely expansion of Turkish contributions soon. This comparative analysis underscores differences in maturity and scope between the European and Turkish contexts while highlighting emerging themes such as micro‐credentials, critical pedagogy and participatory curriculum. The study concludes that greater international collaboration and sustained attention to the Turkish case are needed to advance the field of CDHE in both contexts.