Mapping Intellectual of Student Well-Being, Literacy, and Numeracy in Primary Education in the 21st Century

Yeyen Febrilia (Universitas Muhammadiyah Bangka Belitung)
Azka ‘Afifah (Universitas Muhammadiyah Bangka Belitung)
Irpan Zuhri (Universitas Muhammadiyah Bangka Belitung)
Rahma Aini (Universitas Muhammadiyah Bangka Belitung)
Sindy Sataroh (Universitas Muhammadiyah Bangka Belitung)
Ulyma Tahara Arisandi (Universitas Muhammadiyah Bangka Belitung)

Contemporary Education and Community Engagement
Vol. 3 No. 2 (2026)

The increasing complexity of educational systems has intensified interest in understanding the relationships among student well-being, literacy, and numeracy in primary education. While literacy and numeracy are recognized as essential competencies for lifelong learning, growing evidence indicates that students’ psychological, emotional, and social well-being plays a critical role in shaping academic achievement and learning outcomes. Despite the expanding literature, a comprehensive overview of the intellectual structure and thematic evolution of this research area remains limited. Address this gap, this study conducted a bibliometric analysis of global research on student well-being, literacy, and numeracy in primary education using 144 Scopus-indexed publications published between 2011 and 2026. Data were analyzed using the Bibliometrix R Package and Biblioshiny, combining performance analysis and science mapping techniques, including publication trends, citation patterns, author productivity, source impact, institutional contributions, international collaboration, keyword co-occurrence, thematic evolution, co-citation networks, and bibliographic coupling. The results reveal a rapidly growing field with an annual growth rate of 21.25%. Australia emerged as the leading contributor, while Positive Psychology, Self-Determination Theory, Social-Emotional Learning, and school mental health formed the principal intellectual foundations. Thematic development demonstrates a transition from general well-being studies toward integrated investigations connecting psychological well-being with literacy achievement, numeracy development, educational resilience, and digital learning environments. Emerging research directions include digital well-being, learning analytics, and artificial intelligence in education. Based on these findings, the study proposes a Well-Being-Literacy-Numeracy Ecosystem Framework, positioning student well-being as a fundamental mechanism supporting literacy and numeracy development and promoting holistic educational success in primary education.