Neuroscience and creativity in education: trends and patterns from a bibliometric approach

Cáceres R.F.; Velásquez C.H.F.; Flores H.O.D.; Fernández R.T.; Chumpitaz-Caycho H.E. · Psiquemag (2025) · DOI: 10.18050/psiquemag.v14i2.3558

Resumen

The study analyzed trends and bibliometric characteristics of scientific output on neuroscience and creativity in education between 2000 and 2025. A total of 139 documents indexed in Scopus were examined, obtained using the keywords “Neuroscience” AND ‘Creativity’ AND “Education.” The results show sustained growth in output, with a notable increase between 2017 and 2024 (n = 75; 54%), a period that accounts for more than half of the publications. The United States leads the global contribution (n = 50; 29.2%), followed by other countries with lower participation. Frontiers in Psychology is the most productive journal (n = 5), and Trevarthen, C. is the most cited author (185 citations in two papers). Thematically, the research is grouped into psychology (22%) and social sciences (16%), which highlights the interdisciplinary nature of the field. In addition, emerging networks of collaboration between institutions and authors were detected, pointing to the consolidation of a research core on the relationship between neuroscience and educational creativity. In summary, since 2017, there has been an upturn and methodological diversification in studies in this area, with growing international collaboration. This panorama confirms the consolidation of an expanding field of research, oriented toward the development of educational models based on neuroscientific evidence.

Instituciones: Universidad San Ignacio de Loyola; Universidad Nacional Tecnológica de Lima Sur; Universidad Autónoma del Perú; Universidad Privada del Norte