Critical thinking trends in STEM learning for SDGs: A bibliometric study comparing scopus and dimensions data

¹ Biology Education Program, Universitas Negeri Surabaya, Indonesia
² EduSTEM, Universitas Negeri Surabaya, Indonesia
³ Doctoral School of Education, University of Szeged, Hungary

^* Corresponding author: pramitayakub@unesa.ac.id

Abstract

This study represents a bibliometric analyze comparing research trends on critical thinking in STEM education that support Sustainable Development Goals (SDGs) using Scopus and Dimensions data from 2019 to 2024. The results reveal differences in author collaboration patterns, publication volumes, and research focuses. Scopus emphasizes keywords such as learning, sustainability, and systems thinking, indicating an orientation toward global educational transformation to meet SDG 4 (Quality Education) and SDG 13 (Climate Action). Dimensions highlights practical implementation through student skills development and teacher competence, reflecting attention to educational practice and human development. Both databases confirm that critical thinking is a central component in promoting STEM learning to address complex global challenges. The integration of technology and systems thinking in STEM learning is increasingly seen as essential for achieving SDG 9 (Industry, Innovation, and Infrastructure). This study concludes that combining technological innovation with critical thinking-based STEM education is fundamental for preparing future generations capable of solving sustainability issues. These findings can guide educators and researchers in designing curricula and learning strategies aligned with the SDGs, particularly emphasizing the development of higher-order thinking skills in students.