Mapping the Scaffolding of Metacognition and Learning by AI Tools in STEM Classrooms: A Bibliometric-Systematic Review Approach (2005-2025).

ABSTRACT: This study comprehensively analyses how AI tools scaffold and share metacognitive processes, thereby facilitating students' learning in STEM classrooms through a mixed-method research synthesis combining bibliometric analysis and systematic review. Using a convergent parallel mixed-methods design, the study draws on 135 peer-reviewed articles published between 2005 and 2025 to map publication trends, author and journal productivity, keyword patterns, and theoretical frameworks. Data were retrieved from Scopus and Web of Science using structured Boolean searches and analysed using Biblioshiny and VOSviewer. Guided by PRISMA 2020 protocols, 24 studies were selected for in-depth qualitative review. Findings show that while most research remains grounded in human-centred conceptualisations of

SUBMITTER: Tsakeni M 

PROVIDER: S-EPMC12653222 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature