<![CDATA[This bibliometric study investigates the global research landscape of augmented reality (AR) and inquiry-based learning (IBL) as integrated instructional approaches for promoting critical thinking skills and supporting instructional materials development. Using data retrieved from Dimensions, one of the world’s largest scientific databases, this study analyzed 500 articles published between 2017 and 2026. Keyword co-occurrence, overlay visualization, and density mapping were conducted using VOSviewer. Results indicate a dramatic increase in publication volume, from 27 articles in 2017 to 631 in 2025, confirming growing global scholarly interest. Four dominant research clusters were identified: (1) technology integration and science education, (2) learning outcomes and inquiry-based models, (3) research instruments and quantitative methods, and (4) higher-order thinking skills. Overlay visualization confirmed that the most recent research trends center on e-modules, HOTS, creativity, and 21st-century skills, reflecting a pedagogical shift toward competency-based and student-centered learning. Density analysis revealed that “effect,” “model,” “technology,” and “test” are the most intensively investigated topics. The findings imply that AR-supported inquiry learning has strong potential to guide the design of innovative instructional materials, particularly digital worksheets and e-modules, that promote critical thinking and higher-order learning. This study also provides practical insights for educators, curriculum developers, and researchers in identifying emerging themes, underexplored areas, and future directions for technology-enhanced inquiry-based instruction]]>
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