<![CDATA[Science learning integrated with Science, Technology, Engineering, and Mathematics (STEM) has become an important approach to enhancing scientific literacy and twenty-first-century competencies among elementary school students. However, research on this topic remains fragmented, providing limited insight into its trends, intellectual structure, and future research directions. This study aimed to analyze the development of STEM-integrated science learning research in elementary education using a bibliometric approach. The study employed bibliometric methods based on metadata retrieved from the Scopus database covering publications from 2020 to 2026. A total of 111 journal articles meeting the inclusion criteria were analyzed using OpenRefine for data cleaning and VOSviewer for visualization and network analysis. The analysis included annual scientific production, publication sources, country scientific production, citation and collaboration analysis, keyword co-occurrence, overlay visualization, and density visualization. The results indicated a consistent increase in publications on STEM-integrated science learning over the study period. The thematic analysis identified three major research clusters: STEM learning development, technology integration, and teacher competence. Furthermore, overlay and density visualizations revealed a shift in research themes toward digital technology integration and teacher professional competence, while STEM education and science education remained the dominant topics. These findings provide a comprehensive overview of the research landscape and highlight future research opportunities in artificial intelligence, learning analytics, inclusive education, and Education for Sustainable Development within STEM-integrated science learning in elementary schools.]]>
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