Abstract
This article presents a bibliometric review of publications on pedagogical hermeneutics indexed in the Scopus database for the period 2005-2025. The relevance of the study stems from the growing interest in hermeneutic approaches in education and the lack of systematic quantitative analyses in this area. The aim is to map the intellectual landscape of pedagogical hermeneutics by identifying key authors, publications, prominent journals, contributing countries, core concepts, and evolving thematic areas. Bibliometric methods were employed using the Bibliometrix package in the RStudio environment. A total of 195 publications, retrieved using the keywords “pedagogical” and “hermeneutics”, were analysed. The results highlight the most cited articles, the most productive research centres, and the overall developmental dynamics of the topic. Additionally, co-authorship networks, co-citation analysis, thematic evolution maps, and strategic diagrams were constructed to effectively assess the maturity, development and relative significance of various research areas. The findings show that interpretation in teaching, dialogic approaches, the phenomenology of education, and teacher training occupy central positions in the field. The results indicate the formation of a sustainable and interdisciplinary research cluster. This analysis provides a solid foundation for further theoretical, methodological, and empirical research in pedagogical hermeneutics.