AI in education research drives international and interdisciplinary collaboration

A look at recent publication trends

Authors

  • Brady D. Lund University of North Texas, USA
  • Zoë Abbie Teel University of North Texas, USA
  • Mimi Byun University of North Texas, USA
  • Nishith Reddy Mannuru University of North Texas, USA

DOI:

https://doi.org/10.32674/fhxc0f41

Keywords:

Artificial Intelligence, Interdisciplinary Research, International Collaboration, Educational Technology, Publications

Abstract

This study analyzes recent trends in AI in education research and their effects on global and interdisciplinary collaboration. Using bibliometric methods, we examined 599 peer-reviewed articles (January 2021–April 2025) from The Internet and Higher Education, British Journal of Educational Technology, and Computers & Education. Of these, 236 addressed AI. AI-focused studies were significantly more likely to feature international (χ² = 19.4, p < .001) and interdisciplinary (χ² = 23.8, p < .001) collaboration than non-AI work, particularly in BJET and C&E. Leading international partnerships involved the United States, Australia, and Hong Kong, with education–computer science the dominant interdisciplinary link. The findings show AI in education is a key driver of global, cross-disciplinary research networks.

 

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Additional Files

Published

2026-04-02

Issue

Vol. 20 (2026): American Journal of STEM Education

Section

STEM Education (regular)

License

Copyright (c) 2026 Brady D. Lund, Zoë Abbie Teel, Mimi Byun, Nishith Reddy Mannuru

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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This work is licensed under a Creative Commons Attribution 4.0 International License.
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How to Cite

Lund, B., Teel, Z. ., Byun, M., & Mannuru, N. R. (2026). AI in education research drives international and interdisciplinary collaboration: A look at recent publication trends. American Journal of STEM Education, 20, 165-184. https://doi.org/10.32674/fhxc0f41