Abstract
This study aims to analyze global trends in research on school geography teaching, with a focus on identifying leading countries, institutions, and thematic directions. Using bibliometric methods, 372 articles published between 2004 and 2023 in the Scopus database were collected and processed with Scopus analytical tools and VOSviewer software. The analysis reveals that the United Kingdom, the United States, and Australia are the most active contributors to this research area, and commonly used author keywords – such as “Geography Education,” “Geographical Knowledge,” and “Geography Curriculum” – highlight the main thematic directions. The results also indicate a significant increase in publications over the past five years, reflecting growing academic interest. Furthermore, the findings demonstrate the relevance of school geography education for advancing the United Nations Sustainable Development Goals, particularly in fostering global citizenship, environmental awareness, and spatial thinking skills. Despite this growth, international collaboration remains limited, and research engagement from developing countries is uneven. These insights underscore the need to diversify research themes and expand international cooperation to strengthen the global knowledge base in school geography education.