Research trends on artificial intelligence in K-12 education in Asia: a bibliometric analysis using the Scopus database (1996–2025)

Abstract

The incorporation of artificial intelligence (AI) in education has gained substantial attention due to its numerous advantages. However, existing studies rarely investigate the application of AI technologies in K-12 schools, particularly in Asia. This study seeks to analyze research trends through bibliometric analysis, tracing the evolution of AI in K-12 education (AIEdK-12) across Asian countries from 1996 to 2025. A total of 531 articles were retrieved from the Scopus database for analysis. Descriptive bibliographic data was processed using Microsoft Excel and Bibliometrix, while network visualization was conducted through VOSviewer. The results reveal a growing interest in AI applications in K-12 education within Asia over the past 30 years. China stands out with the highest volume of publications, while Hong Kong leads in terms of citation counts. The Chinese University of Hong Kong was identified as the most active institution, contributing 60 publications. Education and Information Technologies, the leading journal in the field, published 27 articles and accumulated 442 citations. The most cited article, authored by Hwang et al., received 174 citations. Notably, T.K.F. Chiu from The Chinese University of Hong Kong authored 16 papers and holds an h-index of 14. Keyword analysis revealed that “artificial intelligence,” “machine learning,” “AI education,” “deep learning,” and “chatbot” are among the most frequently used terms, highlighting the primary research themes in this area. This study provides valuable insights into the current landscape of AIEdK-12 in Asia, outlining significant research areas and offering guidance for future investigations.

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