Mapping Scientific Education in Rural Latin America: Insights into STEM Access and Disciplinary Trends

Abstract

This study presents a bibliometric analysis of peer-reviewed literature on STEM education in rural Latin America to identify publication trends, thematic structures, and international collaboration patterns. Despite growing policy interest in expanding scientific education in underserved areas, little is known about how this agenda has been reflected in academic production. A comprehensive search was conducted in Scopus and Web of Science, using a triple-block strategy that combined terms related to rural education, Latin American countries, and scientific disciplines. A total of 193 documents published between 1977 and 2025 were analyzed using Bibliometrix, with a keyword cleaning process to enhance thematic precision. The results reveal a marked increase in publications since 2015, led by Brazil, Colombia, and Mexico. However, international collaboration remains limited and uneven, with a small number of countries dominating both output and authorship. Thematic analysis shows strong emphasis on educational technology, curriculum design, and teacher training, while gaps remain in conceptual integration and territorial representation. This study offers an overview of the scientific landscape and underscores critical challenges related to regional asymmetries, disciplinary fragmentation, and collaboration deficits. The findings provide a foundation for future research and policy efforts aimed at strengthening inclusive science education in rural Latin America.