Augmented Reality (AR) is a technology that enhances user experiences by overlaying digital elements onto real-world objects or environments through technological devices, enabling interactive learning, especially in education. This study aims to analyze current trends, structural features, and interaction networks of 7,534 scientific studies published on AR technology in the education field, pulled from five databases: WoS, Scopus, Lens, PubMed, and OpenAlex. The results show that AR research in education has gained significant momentum, particularly since 2016, with an annual growth rate of 27.04%. The field demonstrates a strong culture of collaboration, with an average of 4.09 co-authors per study. The prominence of Asian authors such as Wang Y., Chen Y., and Chen C. among the most prolific researchers indicates a clear geographical concentration of research, while very limited international collaboration was observed between Southeast Asia and clusters in Europe and the Americas. The most cited studies focus on the 2009-2018 period. Additionally, “Education and Information Technologies” was the leading journal in terms of publications, while “Computers & Education” was the most influential. Keyword co-occurrence analysis highlights that AR research is centered around technology, interdisciplinary backgrounds (such as computer science, psychology, and artificial intelligence), and human-centered pedagogical outcomes. Trending topics reveal that the focus has shifted toward specific learning approaches like “psychology” and “young adult.” Despite AR's transformative potential, accessibility challenges remain, including limited availability of mobile devices and insufficient teacher training.

The purpose of this study is to develop a model for identifying potentially gifted individuals. Because the concept of giftedness varies across disciplines, cultures, and historical periods, there is a need for multiple definitions, identification methods, educational strategies, and assessment models. Drawing on the Differential Giftedness and Talent Theory, which views development as a key factor, this study presents a model aimed at early detection of giftedness potential. According to this theory, superior intelligence is innate and can appear across many domains, while superior talent develops in specific areas through personal and environmental interactions. Both intelligence and talent are usually measured relative to the top 10% of a reference group, with chance as a factor that can influence all variables involved. Building on these ideas, the study introduces assessment tools and original sample items to help identify potential giftedness, especially in the verbal domain. These tools include prototype questions for verbal reasoning, verbal ability, and memory. By providing both a theoretical framework and practical tools, this study seeks to improve field-specific identification methods, advancing educational practices and academic understanding of giftedness.

Teaching controversial issues in the classroom has been praised for several educational reasons, including its contribution to critical thinking, the development of citizenship competencies, and the fostering of an understanding of science and technology. This paper presents a bibliometric analysis of works indexed in the Scopus database related to teaching controversial issues. We investigated the trends in publications and citations, keyword co-occurrence, country performance, and research collaborations on works completed between 1993 and 2023. Our findings indicate a significant increase in studies examining the teaching of controversial issues, particularly since 2006, with variation by subject. Research on teaching socio-scientific issues in science education has significantly increased, with 346 papers out of 743. Keyword co-occurrence analysis revealed nine clusters, predominantly focusing on teaching socio-scientific issues, addressing controversial issues, and integrating these issues into teacher training. Analyzed by total publication and citation counts, nine of the top ten journals and eight of the top ten articles have a scope and content related to science education issues. We found three research collaboration patterns: language proximity, geographic proximity, and an independent collaboration pattern. While the US and Great Britain were among the leading countries, scholars from other nations have also made substantial contributions to the growth of this research field.