<![CDATA[Objective: Advances in digital technology have accelerated the adoption of e-books as learning media in physics education. However, comprehensive studies that map research development and identify future research directions remain limited. This study aims to analyze publication trends on the use of e-books in physics education during the 2015–2025 period and to identify research gaps that can guide future investigations. Method: employing a bibliometric approach using 612 Scopus-indexed publications on e-books in physics education published between 2015 and 2025, selected through a systematic screening process. The analysis examined publication productivity, and thematic development using annual scientific production, keyword co-occurrence, thematic evolution, thematic maps, and trend topics. Results: The findings reveal a continuous increase in publications, indicating growing scholarly interest in e-books within physics education. The research landscape has shifted toward more interactive digital learning technologies; however, it remains dominated by general themes related to e-books, education, and learning. In contrast, physics-specific topics, such as scientific literacy, conceptual understanding, STEM education, and problem-solving skills, have yet to emerge as major research focuses, highlighting significant opportunities for future research. Novelty: provides a comprehensive bibliometric mapping of e-book research in physics education by integrating publication trends, thematic evolution, and an analysis of research gaps. The findings highlight a lack of focus on scientific literacy, thereby providing a clear direction for the development of interactive e-books in physics education and offering a strategic reference for researchers and learning media developers in designing interactive e-books that support scientific literacy and 21st-century competencies.]]>
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