A Bibliometric Analysis of Research on Curriculum Literacy

The aim of this study is to conduct a comprehensive bibliometric analysis of curriculum literacy literature through a holistic perspective. Adopting a descriptive research design, the study utilizes the bibliometric analysis method. The data were obtained from the Web of Science (WoS) database through an extensive search conducted using the keyword “curriculum literacy” on May 27, 2025. The resulting dataset, consisting of 208 articles, was analyzed using Microsoft Excel, R software, and the Biblioshiny application. Covering publications between 1988 and 2025, this analysis reveals key trends in the field, prominent academic contributors, influential institutions, and the temporal evolution of research on curriculum literacy. The findings indicate a notable increase in academic output on this topic in recent years. Countries such as the United States, Australia, and the United Kingdom have emerged as leading actors shaping the field, both theoretically and practically. Higher education institutions, particularly in Australia and China, stand out due to their high levels of scholarly productivity and significant contributions to international research collaborations. Thematic analyses reveal that the concepts of “education,” “information,” and “curriculum” are among the most frequently addressed themes in the literature. In light of these findings, it is recommended that future research expand the scope of analysis by incorporating publications from additional databases to enable comparative assessments. Furthermore, enhancing international and interdisciplinary collaborations is likely to contribute to more comprehensive and impactful outcomes in the field of curriculum literacy.