Scientific Production and Collaboration Patterns in Interdisciplinary and Transdisciplinary STEM Education in the Philippine Context

Interdisciplinary and transdisciplinary approaches in Science, Technology, Engineering, and Mathematics (STEM) education have gained increasing attention as educational systems respond to complex societal challenges and the demands of 21st-century learning. In the Philippines, the integration of interdisciplinary and transdisciplinary STEM education has been encouraged through curriculum reforms, teacher professional development, and research initiatives. This study aimed to analyze scientific production and collaboration patterns in interdisciplinary and transdisciplinary STEM education in the Philippine context using bibliometric methods. Data were retrieved from open-access scholarly databases covering publications from 2010 to 2024. Bibliometric indicators, including publication trends, authorship patterns, institutional affiliations, co-authorship networks, and keyword co-occurrence, were examined using Bibliometrix and VOSviewer. Results revealed a steady increase in research output beginning in 2018, with significant growth during the post-pandemic period. Collaboration among universities and research institutions was moderate, with emerging partnerships between teacher education institutions and STEM-focused organizations. Key research themes included STEM integration, inquiry-based learning, problem-based learning, and 21st-century skills development. The findings highlight the evolving landscape of interdisciplinary and transdisciplinary STEM education research in the Philippines and provide insights for policymakers, educators, and researchers in strengthening collaborative networks and research productivity.

STEM education, interdisciplinary learning, transdisciplinary education, bibliometric analysis

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