literature review on primary education

• Corpus ID: 213177554

Primary education: A literature review

• Dr. Tony Eaude
• Published 2013

2 Citations

Project work in clil: a bibliographical review.

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The effect of primary years program (PYP) on children’s science process skills (SPS) in early childhood education

118 references.

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The Spread of English Language Instruction in the Primary School

Children's cognitive development and learning, the dangerous rise of therapeutic education, what is educational neuroscience, words and minds, learning from international experiences with interactive whiteboards: the role of professional development in integrating the technology, related papers.

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Education Literature Review: Education Literature Review

What does this guide cover.

Writing the literature review is a long, complex process that requires you to use many different tools, resources, and skills.

This page provides links to the guides, tutorials, and webinars that can help you with all aspects of completing your literature review.

The Basic Process

These resources provide overviews of the entire literature review process. Start here if you are new to the literature review process.

• Literature Reviews Overview : Writing Center
• How to do a Literature Review : Library
• Video: Common Errors Made When Conducting a Lit Review (YouTube)  

The Role of the Literature Review

Your literature review gives your readers an understanding of the evolution of scholarly research on your topic.

In your literature review you will:

• survey the scholarly landscape
• provide a synthesis of the issues, trends, and concepts
• possibly provide some historical background

Review the literature in two ways:

• Section 1: reviews the literature for the Problem
• Section 3: reviews the literature for the Project

The literature review is NOT an annotated bibliography. Nor should it simply summarize the articles you've read. Literature reviews are organized thematically and demonstrate synthesis of the literature.

For more information, view the Library's short video on searching by themes:

Short Video: Research for the Literature Review

(4 min 10 sec) Recorded August 2019 Transcript 

Search for Literature

The iterative process of research:

• Find an article.
• Read the article and build new searches using keywords and names from the article.
• Mine the bibliography for other works.
• Use “cited by” searches to find more recent works that reference the article.
• Repeat steps 2-4 with the new articles you find.

These are the main skills and resources you will need in order to effectively search for literature on your topic:

• Subject Research: Education by Jon Allinder Last Updated Aug 7, 2023 4893 views this year
• Keyword Searching: Finding Articles on Your Topic by Lynn VanLeer Last Updated Sep 12, 2023 24574 views this year
• Google Scholar by Jon Allinder Last Updated Aug 16, 2023 15557 views this year
• Quick Answer: How do I find books and articles that cite an article I already have?
• Quick Answer: How do I find a measurement, test, survey or instrument?

Video: Education Databases and Doctoral Research Resources

(6 min 04 sec) Recorded April 2019 Transcript 

Staying Organized

The literature review requires organizing a variety of information. The following resources will help you develop the organizational systems you'll need to be successful.

• Organize your research
• Citation Management Software

You can make your search log as simple or complex as you would like.  It can be a table in a word document or an excel spread sheet.  Here are two examples.  The word document is a basic table where you can keep track of databases, search terms, limiters, results and comments.  The Excel sheet is more complex and has additional sheets for notes, Google Scholar log; Journal Log, and Questions to ask the Librarian.  

• Search Log Example Sample search log in Excel
• Search Log Example Sample search log set up as a table in a word document.
• Literature Review Matrix with color coding Sample template for organizing and synthesizing your research

Writing the Literature Review

The following resources created by the Writing Center and the Academic Skills Center support the writing process for the dissertation/project study. 

• Critical Reading
• What is Synthesis 
• Walden Templates
• Quick Answer: How do I find Walden EdD (Doctor of Education) studies?
• Quick Answer: How do I find Walden PhD dissertations?

Beyond the Literature Review

The literature review isn't the only portion of a dissertation/project study that requires searching. The following resources can help you identify and utilize a theory, methodology, measurement instruments, or statistics.

• Education Theory by Jon Allinder Last Updated May 17, 2024 608 views this year
• Tests & Measures in Education by Kimberly Burton Last Updated Nov 18, 2021 47 views this year
• Education Statistics by Jon Allinder Last Updated Feb 22, 2022 60 views this year
• Office of Research and Doctoral Services

Books and Articles about the Lit Review

The following articles and books outline the purpose of the literature review and offer advice for successfully completing one.

• Chen, D. T. V., Wang, Y. M., & Lee, W. C. (2016). Challenges confronting beginning researchers in conducting literature reviews. Studies in Continuing Education, 38(1), 47-60. https://doi.org/10.1080/0158037X.2015.1030335 Proposes a framework to conceptualize four types of challenges students face: linguistic, methodological, conceptual, and ontological.
• Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation 14(13), 1-13. Provides advice for writing a quantitative or qualitative literature review, by a Walden faculty member.
• Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606 This article presents the integrative review of literature as a distinctive form of research that uses existing literature to create new knowledge.
• Wee, B. V., & Banister, D. (2016). How to write a literature review paper?. Transport Reviews, 36(2), 278-288. http://doi.org/10.1080/01441647.2015.1065456 Discusses how to write a literature review with a focus on adding value rather and suggests structural and contextual aspects found in outstanding literature reviews.
• Winchester, C. L., & Salji, M. (2016). Writing a literature review. Journal of Clinical Urology, 9(5), 308-312. https://doi.org/10.1177/2051415816650133 Reviews the use of different document types to add structure and enrich your literature review and the skill sets needed in writing the literature review.
• Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research. https://doi.org/10.1177/0739456X17723971 Examines different types of literature reviews and the steps necessary to produce a systematic review in educational research.

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THE INTEGRAL ROLE OF LITERATURE IN PRIMARY EDUCATION: A COMPREHENSIVE REVIEW

• Nodira Sherboeva + −
• Mamatqulova Nodira + −

THE IMPORTANCE OF INTEGRATING MATHEMATICAL LITERACY IN THE PRIMARY EDUCATION CURRICULUM: A LITERATURE REVIEW

• Joni Wilson Sitopu Universitas Simalungun, Indonesia
• Majidah Khairani STKIP Ahlussunah Bukittinggi, Indonesia
• Melia Roza STKIP Ahlussunnah Bukittinggi, Indonesia
• Loso Judijanto IPOSS Jakarta, Indonesia
• Aslan Aslan Institut Agama Islam Sultan Muhammad Syafiuddin Sambas, Indonesia

This comprehensive literature review investigates the critical importance of integrating mathematical literacy into the primary education curriculum. Mathematical literacy, a holistic concept that involves the complete understanding, practical application, and thoughtful analysis of mathematical information across diverse contexts, is a transformative force in molding the foundational skills of young learners. This review extensively explores the myriad benefits arising from the intentional inclusion of mathematical literacy, emphasizing its pivotal role in fostering logical thinking, aligning with the demands of 21st-century skills, and augmenting global competitiveness among learners. Despite acknowledged challenges in implementation, the long-term advantages for individual students and society are resoundingly underscored, positioning mathematical literacy not only as a pedagogical necessity but as a strategic investment in the future of education and national progress. Furthermore, this literature review goes beyond surveying existing research and academic journals; it represents a nuanced synthesis of diverse perspectives and findings. Drawing insights from pertinent publications delves into the practical implications and real-world applications of integrating mathematical literacy. The review is valuable for educators, policymakers, and curriculum developers, offering actionable insights to inform decision-making processes. Through meticulously examining the literature, this review advocates for acknowledging mathematical literacy and its intentional and meaningful incorporation into primary education curricula. It contributes substantively to ongoing conversations in the educational landscape, promoting a paradigm shift towards a more holistic and impactful approach to mathematical education.

Alfred, M. V., Ray, S. M., & Johnson, M. A. (2019). Advancing women of color in STEM: An imperative for US global competitiveness. Advances in Developing Human Resources, 21(1), 114-132.

Ashraf, A. L. A. M. (2020). Challenges and possibilities in teaching and learning calculus: A case study of India. Journal for the Education of Gifted Young Scientists, 8(1), 407-433.

Aslan, A. (2023). KURIKULUM PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR. JURNAL PENDIDIKAN DAN KEGURUAN, 1(1), Article 1.

Aslan, A., & Pong, K. S. (2023). Understanding the Trend of Digital Da’wah Among Muslim Housewives in Indonesia. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 16(1), Article 1. https://doi.org/10.37812/fikroh.v16i1.681

Aslan, A., & Shiong, P. K. (2023). Learning in the Digital Age Full of Hedonistic Cultural Values Among Elementary School Students. Bulletin of Pedagogical Research, 3(2), 94. https://doi.org/10.51278/bpr.v3i2.515

Astuti, S. E. P., Aslan, A., & Parni, P. (2023). OPTIMALISASI PERAN GURU DALAM PROSES PEMBELAJARAN KURIKULUM 2013 DI MADRASAH IBTIDAIYAH SWASTA. SITTAH: Journal of Primary Education, 4(1), Article 1. https://doi.org/10.30762/sittah.v4i1.963

Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58.

Barakabitze, A. A., William-Andey Lazaro, A., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., ... & Sanga, C. (2019). Transforming African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: Challenges and opportunities. Education Research International, 2019, 1-29.

Bohlmann, N., & Benölken, R. (2020). Complex tasks: Potentials and pitfalls. Mathematics, 8(10), 1780.

Bolstad, O. H. (2020). Secondary Teachers' Operationalisation of Mathematical Literacy. European Journal of Science and Mathematics Education, 8(3), 115-135.

Bolstad, O. H. (2020). Teaching and learning for mathematical literacy. Doctoral dissertations at the University of Agder.

Boon, M., & Van Baalen, S. (2019). Epistemology for interdisciplinary research–shifting philosophical paradigms of science. European journal for philosophy of science, 9, 1-28.

Chiasson, M., & Freiman, V. (2022). Rethinking the 21st-Century School: New Citizens’ Skills for the Digital Era and Their Interaction with Mathematics Teaching and Learning. In Mathematics and Its Connections to the Arts and Sciences (MACAS) 15 Years of Interdisciplinary Mathematics Education (pp. 69-107). Cham: Springer International Publishing.

Davis, B., & Sengupta, P. (2020). Complexity in mathematics education. Encyclopedia of Mathematics Education, 113-117.

Erwan, E., Aslan, A., & Asyura, M. (2023). INTERNALISASI BUDAYA RELIGIUS OLEH GURU AKIDAH AKHLAK UNTUK MENUMBUHKAN SIKAP AKHLAK MULIA DI MIS BINA DHARMA PARIT RABU. JURNAL PENDIDIKAN DAN KEGURUAN, 1(6), Article 6.

Fang, Z., & Chapman, S. (2020). Disciplinary literacy in mathematics: One mathematician’s reading practices. The Journal of Mathematical Behavior, 59, 100799.

Fauzi, I., & Chano, J. (2022). Online Learning: How Does It Impact Students' Mathematical Literacy in Elementary School? Journal of Education and Learning, 11(4), 220-234.

Gal, I., Grotlüschen, A., Tout, D., & Kaiser, G. (2020). Numeracy, adult education, and vulnerable adults: a critical view of a neglected field. Zdm, 52, 377-394.

Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222-237.

Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: the state of the art and future directions: Review and introduction to ZDM Special Issue on Identity in Mathematics Education. ZDM, 51(3), 361-377.

Haddar, G. A., Haerudin, H., Riyanto, A., Syakhrani, A. W., & Aslan, A. (2023). THE REVOLUTION OF ISLAMIC EDUCATION THOUGHT IN THE ERA OF SOCIETY 5.0: CORRECTIONS AND ANALYSIS OF STUDIES IN ISLAMIC HIGHER EDUCATION INSTITUTIONS IN SOUTH KALIMANTAN. International Journal of Teaching and Learning, 1(4), Article 4.

Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Roberts, T., Yost, C., & Fowler, A. (2021). Equity-oriented conceptual framework for K-12 STEM literacy. International Journal of STEM Education, 8, 1-16.

Kohli, A. K., & Haenlein, M. (2021). Factors affecting the study of essential marketing issues: Implications and recommendations. International Journal of Research in Marketing, 38(1), 1-11.

Manfreda Kolar, V., & Hodnik, T. (2021). Mathematical Literacy from the Perspective of Solving Contextual Problems. European Journal of Educational Research, 10(1), 467-483.

Muharrom, M., Aslan, A., & Jaelani, J. (2023). IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMK PUSAT KEUNGGULAN SMK MUHAMMADIYAH SINTANG. Jurnal Ilmu Pendidikan Dan Kearifan Lokal, 3(1), Article 1.

Nurdiana, R., Effendi, M. N., Ningsih, K. P., Abda, M. I., & Aslan, A. (2023). COLLABORATIVE PARTNERSHIPS FOR DIGITAL EDUCATION TO IMPROVE STUDENTS’ LEARNING ACHIEVEMENT AT THE INSTITUTE OF ISLAMIC RELIGION OF SULTAN MUHAMMAD SYAFIUDDIN SAMBAS, INDONESIA. International Journal of Teaching and Learning, 1(1), Article 1.

Nurhayati, N., Aslan, A., & Susilawati, S. (2023). PENGGUNAAN TEKNOLOGI GADGET SEBAGAI MEDIA PEMBELAJARAN PADA ANAK USIA DINI DI RAUDHATUL ATFHAL AL-IKHLAS KOTA SINGKAWANG. JIP: Jurnal Ilmu Pendidikan, 1(3), Article 3.

Ramful, A., & Patahuddin, S. M. (2021). The fourth industrial revolution: Implications for school mathematics. In Teaching and Learning in the 21st Century (pp. 13-29). Brill.

Sarmila, U., Aslan, A., & Astaman, A. (2023). THE ROLE OF PARENTS TOWARDS YOUTUBE USERS IN BUILDING CHILDREN’S RELIGIOUS BEHAVIOR IN KUALA PANGKALAN KERAMAT VILLAGE. Archipelago Journal of Southeast Asia Islamic Studies (AJSAIS), 1(2), Article 2.

Schoenfeld, A. H. (2020). Mathematical practices, in theory and practice. ZDM, 52(6), 1163-1175.

Sinatra, G. M., & Lombardi, D. (2020). Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist, 55(3), 120-131.

Skovsmose, O. (2020). Critical mathematics education (pp. 154-159). Springer International Publishing.

Stec, M., & Grzebyk, M. (2018). Implementing the Strategy Europe 2020 objectives in European Union countries: the concept analysis and statistical evaluation. Quality & quantity, 52, 119-133.

Suh, J., Matson, K., Seshaiyer, P., Jamieson, S., & Tate, H. (2021). Mathematical modeling as a catalyst for equitable mathematics instruction: Preparing teachers and young learners with 21st-century skills. Mathematics, 9(2), 162.

Sulastri, S., Aslan, A., & Rathomi, A. (2023). STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM PENYAMPAIAN MATERI PADA ANAK TUNAGRAHITA DI SEKOLAH LUAR BIASA NEGERI SAMBAS TAHUN PELAJARAN 2022/2023. Lunggi Journal: Literasi Unggulan Ilmiah Multidisipliner, 1(4), Article 4.

Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education support the sustainability of 21st-century skills: Sustainability, 12(23), 10113.

Tubagus, M., Haerudin, H., Fathurohman, A., Adiyono, A., & Aslan, A. (2023). THE IMPACT OF TECHNOLOGY ON ISLAMIC PESANTREN EDUCATION AND THE LEARNING OUTCOMES OF SANTRI: NEW TRENDS AND POSSIBILITIES. Indonesian Journal of Education (INJOE), 3(3), Article 3.

Tuhuteru, L., Misnawati, D., Aslan, A., Taufiqoh, Z., & Imelda, I. (2023). The Effectiveness of Multimedia-Based Learning To Accelerate Learning After The Pandemic At The Basic Education Level. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), Article 1. https://doi.org/10.31538/tijie.v4i1.311

Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786.

Copyright (c) 2023 Joni Wilson Sitopu, Majidah Khairani, Melia Roza, Loso Judijanto, Aslan Aslan

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

• Research Guides
• CECH Library

Education Basics

Literature review overview.

• Article and Media Sources
• Quick Stats and Reference
• OAE and Praxis Core
• Citation & Annotation

There are eight general steps in conducting an education literature review. Please follow the eight numbered boxes, starting below.

Please note that the general framework for this guide is derived from the work of Joyce P. Gall, M.D. Gall, and Walter R. Borg in Applying Educational Research: a Practical Guide (5th ed., 2005). Also, much of the information on framing the research question comes from Emily Grimm's Selected Reference Sources for Graduate Students in Education and Education Related Areas (1995).

Step 1: Frame Your Research Question(s)

Basic Questions

• What do I want to know?  For what purpose? Consider subject terms, synonyms, related concepts and approaches.
• What do I know already?
• Who else might have performed similar research and why? Consider individuals, institutions, governmental agencies and other groups.
• What summarizing or descriptive information is already available? Consider the secondary sources found below.

Time Questions

• For which time span(s) do I need information?
• Would recurrent or temporal events in education affect my research?  For example: school terms, budget hearings, conference proceedings, legislative sessions, policy decisions, elections, administrative procedural changes.

Limitation(s) Questions

• Do I have other limitations?  For example:  language, age group, grade level, type of student, type of school, type of district, geography, curricular area, or style of teaching.

Aspect Questions

• What aspects of education interest me?  For example:  financial, administrative, teaching, legislative, gender, parental, theoretical, research, developmental, practical or other.

Subjective Aspect Questions

• What are my values, prejudices, biases, and areas of ignorance in regard to my research question(s)?
• Will I let these prejudices limit my research?
• Will I let these prejudices influence my note taking, choice of vocabulary and indexing terms, selection of data, evaluations of the work of other researchers, inclusion of conflicting theories, reporting of data, or my conclusions?

Step 2: Contact Experts to Get Answers or for Guidance to Relevant Publications

Consider consulting other educators, faculty or government officials who may specialize in your research area.

You may also want to consult the American Educational Research Association SIG (Special Interest Group) website for the names of groups and individuals who have expertise in different educational areas.  AERA provides the names, addresses, e-mail addresses, and phone numbers of individuals doing research in a variety of areas.

Step 3: Read Secondary Sources to Gain a Broad Overview of the Literature Related to Your Research Area

Use secondary sources to further define your research question and to expand your literature search.  Secondary sources include encyclopedias, handbooks, dictionaries, and thesauri. Secondary sources are resources that review research that others have done.  They provide a general overview, will give you ideas for key search terms, and often include useful bibliographies for further reading.

Here are some key secondary sources and books on doing educational research:

• Review of Educational Research The Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education, including conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research.

SAGE Research Methods is a research methods tool created to help researchers¸ faculty and students with their research projects. SAGE Research Methods links over 100¸000 pages of SAGE's book¸ journal and reference content with advanced search and discovery tools. Researchers can explore methods concepts to help them design research projects¸ understand particular methods or identify a new method¸ conduct their research¸ and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines¸ it can be used across the social sciences¸ health sciences¸ and more.

• Educational Psychology Review Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners.
• Doing educational research : a guide to first-time researchers CECH Prof Ed LB1028 .D65 2004
• Effective action research: developing reflective thinking and practice Electronic (2011)
• Encyclopedia of Education Electronic and Langsam Library Reference, LB 15 .E47 2003
• Encyclopedia of Special Education [electronic resource] : a Reference for the Education of Children, Adolescents, and Adults with Disabilities and other Exceptional Individuals Electronic, 2007.
• Handbook of research on educational communications and technology CECH Library Reference, LB 1028.3 . H355 2008
• Handbook of research on multicultural education CECH Library Reference, LC 1099.3 .H35 2004
• Handbook of research on teaching CECH Library Reference, LB1028 .S39 2001
• How to design and evaluate research in education CECH Reserves LB1028 .F665 2012
• Methods in educational research: from theory to practice Electronic (2010)
• The Phi Delta Kappan [electronic resource] Electronic, Contains many articles that cite research and analyze practical implications.
• The Routledge International Encyclopedia of Education CECH Library Reference, LB 15 .R633 2008

Step 4: Select Preliminary Sources that Index Relevant Research Literature

Preliminary sources index primary research resources such as journal articles, conference proceeding papers, technical reports, government documents, dissertations and more.  The CECH Library has created several specialized library guides on topics such as special education, instructional design & technology, and teaching STEM related topics that list which resources are most helpful for doing research in these areas. See below for key databases in education:

Step 5: Identify Subject Terms, or Descriptors, and Use Them to Search Preliminary Sources

Choosing the most appropriate subject search terms, or descriptors, for searching indexes and catalogs can greatly influence your search results.  A good place to start is ERIC's thesaurus of descriptors:

Step 6: Read and Evaluate Primary Sources Discovered Through Indexes

For assistance in obtaining copies of primary sources, please consult your liaison librarian .

As you print out copies of articles, review copies of books or reports, remember to look in the sources for bibliographies, names of individuals or groups who have done research on the topic, and for additional subject terms to help you narrow or broaden your research.

Step 7: Classify the Publications You Have Reviewed into Meaningful Categories

As you review the sources you find, classify them into meaningful categories.  This will help you prioritize reading them and may indicate useful ways to synthesize what you discover.  You may want to create a simple code for the different categories.

Step 8: Prepare Your Literature Review Report

See the following resources for advice on preparing a literature review report:

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Effectiveness of Health Promotion Interventions in Primary Schools—A Mixed Methods Literature Review

1 Department of Pedagogy, Faculty of Arts, University of Maribor, 2000 Maribor, Slovenia

Camilla Laaksonen

2 Faculty of Health and Well-Being, Turku University of Applied Sciences, 20520 Turku, Finland

Associated Data

The dataset related to this manuscript can be made available upon reasonable request.

School-based health promotion interventions (HPIs) are commonly used in schools, but scientific evidence about the structures of effective interventions is lacking. Therefore, we conducted a mixed methods systematic literature review to recognize the HPI structures related to their effectiveness. Based on the inclusion criteria, 49 articles were selected for the literature review. The articles, published in 2011–2022, described 46 different school-based interventions conducted in 20 different countries. The average duration of the interventions was 12 months, and they were implemented mostly with an RCT study design (61.2%) and by targeting children (69.4%). Three main groups of interventions were identified and explained: (1) extensive and long-term interventions; (2) school policy-changing interventions; and (3) highly effective interventions. Effective school-based HPIs included multiple target groups, multiple providers with external experts, and an efficient duration and timing of follow-ups. The implications for educational research and school practice are presented. Evidence on the effectiveness of health-related interventions is still lacking and needs to be addressed in further studies.

1. Introduction

Children of 6–12 years of age experience good health in general. However, at the same time, unhealthy behaviors, such as a sedentary lifestyle, unhealthy nutrition, obesity, use of substances, and lack of hygiene, are fairly common. School-aged children also frequently report suffering from psychosomatic symptoms, poor mental health, and growing health inequality within and between countries [ 1 , 2 , 3 ].

Hence, school-based health promotion interventions (HPIs) are widely used to promote school children’s physical and mental health. Well-implemented HPIs can improve children’s health, academic achievements, and completion rate, reducing risk factors and contributing to the bridging of health inequalities [ 4 , 5 , 6 , 7 ]. Positive outcomes of those interventions were also found for the underachieving and under-represented groups of school children [ 8 , 9 ]. On the contrary, limited scientific knowledge exists on the effectiveness of these interventions [ 10 , 11 ]. Rare cases of previous systematic reviews focused merely on the evaluation of interventions in specific areas of health, such as obesity-related outcomes [ 12 ], physical activity [ 13 ], dietary behavior [ 14 ], or postural health [ 15 ]. However, assessing the effectiveness of implemented HPIs is particularly important to understand why the intervention works or does not work and to distinguish between the components of the intervention structure that affect its outcome.

Considering the lack of comprehensive analyses of the effects of HPIs in primary schools in a broader context, we design the mixed methods literature review aiming to determine (1) what types of school-based HPIs have been reported, (2) what is the effectiveness of the reported school-based HPIs, and (3) what are the main elements or components of school-based HPIs significantly related to their effectiveness. This literature review focuses on the broad international perspective by including all reachable empirical studies on the effects of HPIs in primary schools with no restriction on the country of origin, school status (private/public), or participants’ nationality, financial status, and gender.

1.1. Promoting Health in Schools

Primary schools are central communities for children as more than 90% of children aged 5–15 are enrolled in primary schools globally. School-based interventions reach practically all diverse groups of children and parents [ 16 , 17 ]. Teachers, school nurses, and other school professionals are well positioned to respond to the need for health promotion, illness prevention, and early intervention related to a child’s health and academic success [ 18 ].

Schools have been reported to provide ideal settings for regulations that reduce the risk of noncommunicable diseases, promote a healthy lifestyle, and prevent unhealthy behavior habits [ 16 , 19 , 20 , 21 ]. Moreover, research findings imply the importance of fostering social–emotional well-being and social–emotional competencies (e.g., self-knowledge, self-esteem, self-regulating emotions, assertive communication skills) in preventing behavioral problems (e.g., social deviance, bullying, disruptive and aggressive behavior), problematic Internet use, and school dropout among primary school children and adolescents [ 22 , 23 ]. Namely, effective psycho-educational interventions for promoting well-being in schools were found to be related to improving behavioral outcomes and socio-emotional skills, higher academic achievements and completion rates, and an overall positive school climate [ 22 , 24 , 25 ].

1.2. Components of the School-Based HPIs Related to the Effectiveness

Studies reveal diverging findings on the effectiveness of school-based HPIs, recognized as interventions with positive effects, partial effects, and potentially unintended reverse effects [ 11 , 12 , 26 ]. The success of the school-based HPIs depends on different factors, including structural elements of the intervention. Previous empirical and review studies revealed a relatively broad range of HPI structural elements that might affect the effectiveness and implementation quality of the HPIs and potentially impact children’s health, such as the following:

• A program for the intervention (e.g., area of health, social–emotional learning and behavioral skills) [ 11 , 27 ];
• Participants or target groups (e.g., children, parents) [ 11 , 28 ];
• Providers (e.g., teachers, external experts, interdisciplinary teams) and training for them [ 10 , 11 , 27 , 29 ];
• School contextual factors (e.g., policy, organization capacity, collaboration with local communities and stakeholders) [ 10 , 11 , 28 , 29 ].

Multicomponent interventions, including policy change, parent involvement, cooperation between educational and other experts, training for providers, and working with local communities, seem more effective than single-component HPIs [ 10 , 27 , 28 , 29 , 30 ]. However, any intervention effects may be relatively limited or average due to a lack of self-reported data on long-term follow-up effects [ 30 ].

The presented systematic overview frames possible factors that may impact the effectiveness of the school-based HPIs. Therefore, it should be studied more systematically and comprehensively to understand which structural elements or components of the HPIs contribute to the highly effective HPIs in primary schools and significantly impact children’s health and lifestyle.

The mixed methods approach with quantitative and qualitative methods was used to obtain a more extensive, complex, and in-depth insight into the effectiveness of HPIs in primary schools. This study followed the detailed protocol that has been created in guidelines for mixed methods literature reviews [ 31 , 32 , 33 ] (see detailed description in Section 2.1 ). It was conducted in four research steps: (1) collecting data—HPI evidence published in peer journals; (2) evaluating and extracting data according to observed variables; (3) transforming data into categorical or numerical variables; and (4) analyzing data. Different methodological orientations were used in this literature review, such as qualitative-driven collecting, evaluating, and extracting data, mixed-driven data conversion, and quantitatively driven data analysis ( Figure 1 ).

Research design of the mixed methods systematic literature review.

2.1. Conducting the Mixed Methods Literature Review

A mixed methods literature review “refers to any combination of methods where one significant component is a literature review (usually systematic)” [ 31 ] (p. 94). This approach combines qualitative and quantitative components within the same study [ 34 ]. The convergent parallel mixed methods design was carried out in this study, enabling us to conduct qualitative and quantitative parts with the same priority [ 35 ].

In the literature, we found three ways in which the reviews could be mixed [ 32 ]: (1) the types of studies included in the review are quantitative, qualitative, and mixed; (2) the synthesis methods used in the review are mixed (e.g., systematic review with meta-analysis and meta-synthesis); (3) two analytical approaches are incorporated in the review: theory testing (quantitative) and theory building (qualitative). According to the first type, this review was not limited to any methodological orientation; quantitative, qualitative, and mixed studies were welcome in this analysis. However, since the field of HPI evaluation is more quantitatively orientated (e.g., randomized controlled trial design), quantitative studies dominated the literature search and selection. This review focuses on mixing qualitative and quantitative approaches in data analysis and synthesis according to the second type of mixed methods review, as defined above [ 32 ].

Furthermore, the mixed analysis strategy was carried out for merging, transforming, and comparing the two separate data stands [ 32 , 33 ]. After extracting quantitative and qualitative data from the selected articles separately, some qualitative narrative data were quantified into numerical variables (e.g., a 5-point scale to evaluate HPI effectiveness) or converted into categorical variables (e.g., categories of intervention providers) for further statistical analysis. On the other hand, quantitative data (e.g., sample size, intervention duration) were converted into categorical variables for further qualitative analysis. A detailed description of this transforming analysis is described in Section 2.3 .

2.2. Procedure of the Literature Search and Literature Selection

First, the search strategy and literature selection were carried out on principles of systematic literature review. With this approach, we systematically searched, appraised, and synthesized research evidence on school-based HPIs. The comprehensive search until 11 October 2022 was carried out in two databases, PubMed and CINAHL. These two databases were selected purposively as we were particularly interested in medical, biomedical, and public health randomized controlled trials (RCTs) of HPIs, which are well represented in the PubMed database. Additionally, our study focused on school-based HPIs, which are, in many countries, delivered by the school nurse. Therefore, the comprehensive nursing science database of CINAHL was included. Scopus, Web of Science (WoS), and other databases were not used due to restrictions of availability for authors’ institutions and particular fields of interest being most precisely and comprehensively represented by literature in PubMed and CINAHL databases. The search keywords were “school-based” AND “intervention” AND “follow-up”. The search was limited by activating the following filters: journal research article with abstract, published from 11 October 2011, and study population based on children between 6 and 12 years of age. Figure 2 represents the search strategy with precisely determined inclusion and exclusion criteria and the data analysis procedures.

Flow diagram of the literature search, selection, and data analysis strategy.

The first PubMed search resulted in n = 655 hits, and the CINAHL search resulted in n = 199 ( n = 854). After redefining the including and excluding criteria in a consensus meeting between two researchers and an additional search with the keyword “follow-up”, the new search for school-based HPIs resulted in n = 178 records. Both researchers read all abstracts independently to ensure the validity of the inclusion/exclusion of articles based on the stated inclusion and exclusion criteria in Figure 2 . After excluding duplicates and reading the abstracts, we selected n = 54 full-text articles for an in-depth systematic review.

2.3. Data Extraction and Categorization

In the first stage, the comparable data matrix was designed and used for data extraction from the selected articles. All ( n = 54) full-text articles were read, and data were extracted by observing 13 different variables. This process was based on qualitative research methods. The observing variables were determined based on preliminary scanning of selected articles using deductive and indicative approaches. The comparable data matrix included general information for each study under review, such as author and country of intervention implementation. Further, intervention features such as the type of intervention (study design), population and sample, age group, intervention duration, number of follow-ups, follow-up outcomes, target group, intervention provider, health area of intervention, and intervention effectiveness were extracted. More iterative steps were conducted in data extraction from the selected n = 54 articles and designing a data matrix. Two researchers with health promotion, education, and methodology backgrounds independently summarized the data from full-text articles and crosschecked their solutions.

In the second stage, after data extraction was completed, inductive qualitative thematic analysis with a six-phase iterative and reflective methodology process [ 36 ] was conducted. In this process, the extracted qualitative data, such as the health area of intervention, research design, target groups, and intervention providers, were analyzed by the qualitative inductive approach of generating initial codes and, afterward, merging codes into categories and defining themes with common features. As a result of this process, new measurable items were introduced and used in further analysis.

First, the intervention effectiveness was qualitatively analyzed by thematic analysis using a deductive approach. A theoretical concept on the principles of HPI evaluation [ 37 ] was applied to determine three broad categories of effectiveness for every intervention under study: (1) reverse or no effect (lower results than at baseline), (2) partial effect, and (3) positive effect. In the next step, the defined categories were transformed into a quantitative variable with a 5-point interval scale (1, reverse effect; 2, no effect; 3, partial/moderate effect; 4, positive effect; 5, strong positive effect). The effectiveness of interventions was determined based on the reported findings at the intervention completion. A strong positive effect (4) was assigned to the HPI, showing a positive effect that remained at follow-up(s). This transformation process was based on the mixed methods quantification approach [ 35 ] and resulted in a new variable used in statistical analysis.

The identification of codes and themes was conducted by one researcher and crosschecked by the other researcher. A final decision was made with a consensus based on the differences discussed between the researchers in more consensus meetings until an agreement was reached. The results of the qualitative thematic analysis and data transformation are presented in Table 1 .

Codes and categories of the structural elements of the school-based HPIs.

The extracted quantitative data (sample size at baseline, intervention duration in months, frequency and time of follow-ups after intervention cessation) and age of participants (mapping with school grade system in the country of HPI origin) were also classified into categorical groups. However, the raw numerical data from the reviewed studies were applied in the statistical data analysis ( Section 2.4 ).

Once the extracted data matrix was completed, an electronic database was designed in the SPSS 26.0 software package (SPSS, Chicago, IL, USA). In this process, five additional articles were excluded as they failed to report complete data on extracting variables (e.g., sample size, intervention duration). The SPSS database was completed for 49 reviewed articles that entirely met the inclusion criteria and resulted in the 23 variables extracted directly from the literature or transformed. The created SPSS database was used for further statistical analysis based on descriptive statistics and multivariate cluster analysis.

2.4. Quantitative Data Analysis

A cluster analysis was implemented to identify different types of school-based HPIs with common features related to their effectiveness. Cluster analysis was highlighted as a highly appreciated approach for detecting patterns of health-related behaviors [ 38 ]. Segregation of the observed variables enables identifying well-established and at-risk groups. “This process allowed identifying the number of clusters that maximizes differences between clusters or groups and minimizes within-group differences on the dependent variables” [ 39 ] (p. 92). The final goal is to organize large quantities of multivariate information by forming homogeneous groups from the heterogeneous sample. We employed two different multivariate cluster analyses with a two-phase sequential analytic procedure [ 39 ]. First, we implemented a hierarchical cluster analysis with Ward’s method; afterward, we implemented a non-hierarchical K-means cluster analysis. In both analyses, a minimized square Euclidean distance was used as a criterion of the differentiation between pairs of units, which represents a measure of similarities between pairs of units (internal cohesiveness) and differences between the groups of units (external insulation) [ 40 ].

The hierarchical and non-hierarchical cluster analysis included 49 studies and 10 dependent variables, such as intervention type/design of the study, sample size at intervention baseline, the average age of participants at intervention baseline, intervention duration (months), number of follow-ups after intervention cessation, the time of the first follow-up (months after intervention cessation), the time of the last follow-up (months after intervention cessation), number of intervention providers, number of target groups, intervention effectiveness (5-point scale). Before the cluster analysis was employed, all data were standardized, and the measured scores were transformed into standardized z-scores (M = 0, SD = 1) [ 39 , 40 ]. This process was necessary for the comparison between different measurement scales.

The findings of both applied cluster analyses were compared, and the best solution was taken for the final classification of the HPI clusters. The obtained clusters were labeled with descriptive names based on common features identified by descriptive statistics, one-way analysis of variance, and chi-square test of all 23 studied variables defining the structure of the school-based HPIs. The p -value of ≤0.05 was considered statistically significant. The statistical analyses were conducted using SPSS 26.0 software (IBM SPSS, Chicago, IL, USA).

The review included n = 49 articles that described n = 46 different school-based HPIs. Only three of the reviewed interventions, namely “Kids N Fitness” [ 41 , 42 ], “Fit-4-Fun program” [ 43 , 44 ], and “KISS” [ 45 , 46 ], were represented by the two publications, and both of them were included in the analysis. All other interventions were selected as individual publications. The results revealed the characteristics of the reviewed HPIs and their effectiveness and cluster types.

3.1. Characteristics of the School-Based HPIs

Table 2 presents the main descriptive features of the reviewed interventions, which have been conducted in 20 different countries. Most of them were implemented in Europe ( n = 27, 55.1%), dominantly based on the RCT research design (61.2%), and targeting 18 different areas of health, mainly addressing dimensions of physical health ( n = 40, 81.6% studies), such as physical activity ( n = 8, 16.3%), a balanced diet ( n = 7, 14.3%), obesity ( n = 6, 12.2%), and infection ( n = 6, 12.2%). Less attention was given to mental health interventions ( n = 9, 18.4%). Stress management, mental disorders, sleep quality, body image, and substance abuse prevention were addressed in these cases. Most interventions (73.5%) were implemented for up to one year and included up to 1200 children (71.4%). The number of follow-ups after intervention cessation ranged between one and six follow-ups. However, more than half of the studies (57.2%) reported only one follow-up, and a quarter (26.5%) reported two follow-ups up to 12 months after the intervention cessation. The analyzed HPIs were mainly targeted at children ( n = 34, 69.4%) and provided by regular school staff by changing the established school policy or curriculum ( n = 23, 46.9%). Nevertheless, more than a third of interventions ( n = 17, 34.7%) were delivered by specially qualified teachers who completed a training program or by external experts (e.g., physiotherapist, school nurse, registered nurse, physician, dietitian, kinesiologist, psychologist, behavior therapist, mental health specialists). Furthermore, some interventions were implemented with more than one provider ( n = 9, 18.4%).

Description of the school-based HPIs included in the review.

3.2. Effectiveness of the Interventions

On average, school-based HPIs reported positive effects ( Table 3 , Mean = 3.39, SD = 1.08). Figure 3 categorizes the analyzed 49 interventions into three groups according to their effectiveness. Half of the HPIs were classified in the group of interventions with a positive effect ( n = 25, 51.0%), followed by the group of interventions with a partial effect ( n = 13, 26.5%), and the group of interventions reporting no or reversed effects ( n = 11, 22.5%). A strong positive outcome, which resulted in a remaining positive effect of intervention up to the last follow-up measure, was reported in seven interventions (14.3%). However, it is essential to highlight two interventions that reported a reverse effect, where the condition of participants even worsened after the intervention compared to the baseline [ 47 , 48 ].

Effectiveness of the school-based HPIs included in the review: HPIs with reverse or no effect [ 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 ], HPIs with partial effect [ 46 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 ] and HPIs with positive effect [ 41 , 42 , 43 , 44 , 45 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 ].

Hierarchical cluster analysis (Ward’s method) with a three-group solution.

1 Multiple providers were represented by schoolteachers, specially trained for intervention, or/and by external experts; 2 Effectiveness of HPI was coded and quantified into a 5-point interval scale: 1—reverse effect (less as at baseline), 2—no effect, 3—partial/moderate effect, 4—positive effect, 5—strong positive effect remaining at follow-up. The sum of positive and strong positive effective interventions and average effectiveness on the 5-point scale were calculated for each cluster group; F ( p )—one-way analysis of variance; χ 2 —chi-square test (marked with a cross (+)).

3.3. Cluster Types of the School-Based HPIs

We used the multivariate cluster analysis approach to obtain deeper insights into the structure of the studied school-based HPIs related to their effectiveness. First, hierarchical cluster analysis with dendrogram classified all 49 studied interventions that meet the criteria into three cluster groups ( Figure 4 ). Second, a non-hierarchical K-means cluster analysis compared the solution from the first cluster analysis. K-means extracted three groups of school-based HPIs with similar distributions of cluster centers and mean scores on clustering variables, thus confirming the initial solution of the hierarchical cluster classification as the final one.

Dendrogram of hierarchical cluster analysis for the school-based HPIs.

In the first cluster group, 15 interventions (30.6%) were classified, the second cluster group consisted of 24 interventions (49.0%), and the third group cluster consisted of 10 interventions (20.4%). All three revealed cluster groups differ in interventions’ effectiveness (F = 5.519; p = 0.007), and seven observed structural components showed statistically significant differences. The three types of school-based HPIs represent homogeneity between the interventions within the same group. At the same time, each group significantly differed from the other groups in the following structural elements: effectiveness, duration, follow-ups (number of times, time-frame of the first and the last follow-up), providers, and target groups, as presented in Table 3 .

3.3.1. Cluster 1: “Extensive and Long-Term HPI”

The most extensive interventions with a long-term duration were classified in cluster group 1. In 73.3% of cases, these interventions were based on the RCT design. The average sample of participants at baseline was 1.802, two times more than the average sample in cluster 2 (M = 902) and almost three times more than that in cluster 3 (M = 635). Consequently, the duration of the interventions was the longest (more than 25 months), with the highest number of follow-ups (two or three on average). The first follow-up was implemented on average within a year and a half, and the last follow-up was more than three years after the HPI cessation. Moderate effectiveness was found for the school-based HPIs in cluster 1, which consisted of seven interventions (46.6%) with a positive or strong positive effect and five interventions (33.3%) with a partial effect. In addition, in this group, two interventions were classified with a reverse or negative effect on children’s health [ 47 , 48 ].

3.3.2. Cluster 2: “School Policy-Changing HPI”

A specific feature of cluster group 2 was found in a target group intended to reach via intervention. Namely, these interventions targeted merely children, while the other clusters targeted, besides children, their parents, peers, teachers, other school professionals, etc. Furthermore, HPI providers in group 2 were in half of the cases (56.5%) schools with regular curriculum or policy changes. Interventions in group 2 were defined with moderate effectiveness but slightly lower than in group 1, sorted into the three approximately equal subgroups that reported a positive effect, partial effect, and no effect on children’s health.

3.3.3. Cluster 3: “Highly Effective HPI”

The highest intervention effectiveness was revealed in cluster 3. Ninety percent of all HPI classified in this group reported positive effects on children’s health. Furthermore, four studies in this group [ 43 , 44 , 87 , 89 ] demonstrated strong positive effects. Only one study [ 64 ] was categorized as a partially positive effective intervention, and none showed no effect or reverse effect.

The cluster analysis showed no statistically significant differences between the three revealed groups in the health area of intervention. In all three groups, physical health was dominantly addressed. Additionally, no significant differences were found in the age of participants, research design, sample size, and region of the intervention origin.

3.4. The Relationships between Structures of HPIs and Their Effectiveness on the Mental and Physical Well-Being of Primary School Children

The question of what makes the HPIs effective in enhancing children’s health arises. Which are the common structural elements of the HPIs, and how are they characterized to distinguish the highly effective HPIs from the others? Table 3 integrates and summarizes qualitative thematic and statistical analysis findings in presenting several crucial structural features of effective school-based HPIs.

First, the interventions in the most effective cluster 3 targeted at least one other group of participants, e.g., parents or the whole family, teachers, school management or other staff, peers, or people in the community, besides children. Thus, it could be confirmed with findings in cluster 2, when less effective interventions targeted merely children.

Second, effective school-based HPIs were mainly delivered by multiple providers, usually defined as a multidisciplinary team of professionals or experts in education, healthcare, social care, administration, school management, or evaluation. Providing a school-based HPI in the cooperation between a school and other health-related settings, such as a community with healthcare resources, again provided successful outcomes in infection control [ 74 ] and obesity prevention [ 41 , 86 ]. Moreover, interventions supplied by teachers specially trained to implement the intervention activities as part of their usual classroom curricula were highly effective [ 75 , 81 , 82 ]. Additionally, the active participation of an external expert in program implementation would make the school-based HPI highly promising. According to this literature review, even graduate students [ 87 ] or researchers [ 77 ] as external providers seem to contribute significantly to school-based HPI effectiveness on children’s health.

Third, the structural elements of an effective HPI could also be characterized by quantitative variables, such as the sample size of participants at the baseline, the duration of the intervention program in months, the number of follow-ups, and their timing after the intervention cessation. While the sample size was not recognized as a distinguishing factor among the revealed cluster groups, on the contrary, the intervention duration with follow-ups had significant impacts. Interventions classified in the cluster of “highly effective HPI” had the shortest time in duration (on average 4.5 months) as compared to the cluster of “school policy-changing HPI”, with three months on average longer interventions, and particularly to the cluster of “extensive and long-term HPI” with interventions for more than two years on average. Interventions with longer duration embedded more follow-ups with an enormous time distance from the intervention cessation, particularly visible in the first cluster group of “extensive and long-term HPI”. On the contrary, the second cluster group of “school policy-changing HPI”, showing the lowest effectiveness, demonstrated the lowest number of follow-ups irrespective of the HPI duration. Consequently, the effectiveness of these interventions on children’s health was very low [ 51 , 55 ].

Ultimately, findings showed that the effectiveness of the HPIs depends on the different structural components of their implementation. Interactivity between quantitative factors (e.g., sample size, duration, follow-ups) and qualitative factors (e.g., quality of research design, interventional program and activities, the expertise of providers, and target groups) seems to play a crucial role in the quality of HPI implementation and effectiveness on children’s health.

4. Discussion

Based on the innovative mixed methods literature review with the integration of quantitative and qualitative data collections and analysis, supported by a systematic review, this study aimed to identify structures of the school-based HPIs and their features related to effectiveness. To the best knowledge of the authors of this paper, this is the first study to use a mixed methods literature review with multiple cluster analysis, primarily targeting a literature review of the school-based HPIs. The findings showed a wide variety of school-based HPI implementations, mainly related to their research protocol (RCT), sample sizes of participants, targeted groups, intervention providers, duration, follow-ups, and targeted health area. Among them, target groups, providers, and duration of follow-ups seem to be the strongest predictors of school-based HPI effectiveness.

4.1. Cluster Types of the School-Based HPIs

The main three groups representing the three different types of school-based HPIs were revealed by multiple cluster analysis. The HPI effectiveness, target groups, intervention providers, period of duration, and follow-ups after the intervention resulted in the most considerable differentiation among them and the most significant homogeneity within them. The most effective school-based HPIs were revealed in cluster 3, “highly effective HPI”, where 90% of all HPIs classified in this type reported positive effects on children’s health. Moderate effectiveness was identified for interventions in cluster 1, “extensive and long-term HPI”, and cluster 2, “school policy-changing HPI”. However, the school-based HPIs reported a positive or strong positive effect that was slightly more prevalent in cluster 1.

Interestingly, we found that most interventions included in this review targeted only children, and half of them were provided by the regular school curriculum. However, there were some differences between the three cluster types. In particular, interventions in cluster 2 targeted only children and were in half of the cases provided by the regular school curriculum/policy changes. In contrast, besides children, the HPIs in the other two clusters targeted their parents, peers, teachers, and other school professionals. Multiple target groups and multiple providers, represented by specially trained schoolteachers and external experts, were mainly characteristic of highly effective HPIs in cluster 3.

The most extensive interventions, defined by a long-term duration, more follow-ups, and the most distant times of the first and last follow-ups after the intervention cessation, were classified in cluster 1. In most cases, these interventions were based on the RCT design. Similarly, cluster 2 consisted of a substantial part of the RCT interventions. Surprisingly, both cluster types were characterized by moderate effectiveness, which indicates the importance of avoiding judging the effectiveness of the HPIs solely by considering the research design. Implementing the RCT design should not be taken for granted as high-quality; on the contrary, a critical evaluation of the HPI quality of implementation and its effects on children’s health should be carefully considered.

Finally, this study found homogeneity among the three cluster types of school-based HPIs in predominantly addressing the physical health, age, and sample size of children who participated in interventions. The similarities and differences identified in the three cluster types of school-based HPIs in our study contribute to the understanding of structural elements related to the interventions’ effectiveness and their potential impact on children’s health and lifestyle. These findings align with previous research indicating that multicomponent interventions seem more effective than single-component HPIs [ 27 , 28 , 29 , 30 ] and arguing that the lack of evidence of effective school-based HPIs is due to unsystematic and inadequate scientific research [ 11 , 12 , 30 , 90 , 91 ].

4.2. Key Structural Elements of the Effective School-Based HPIs

Both this review and previous studies suggested that interventions aimed at promoting health in child populations should include multiple providers and multiple target groups through the engagement of schools, health providers, and families [ 27 , 28 , 29 , 92 ]. These interventions resulted in several long-lasting benefits for children, such as higher academic achievements [ 7 , 80 ], more active lifestyle [ 43 , 44 ], obesity prevention [ 62 , 86 ], and increased social–emotional well-being and competencies [ 24 , 25 ]. The inclusion of multiple providers, specially trained teachers, and external experts, targeting different groups besides children, such as family members, peers, teachers, and the wider community, was demonstrated in this study as a strong predictor of HPI effects on children’s health. For example, a powerful family–individual–school-based comprehensive intervention model for controlling childhood obesity was outlined [ 71 ].

According to previous research, most school children report good physical health, but challenges related to health’s emotional and social dimensions remain [ 1 , 2 ]. Similarly, in this review, most school-based HPIs targeted physical health dimensions such as cardiovascular disease prevention, promotion of healthy lifestyle and oral health, injury prevention, and infection control. Thus, it initiates a discussion about the justifiability of mental health-related interventions, their potential benefits for empowering child’s mental health, and managing the pressures of academic achievements [ 6 ].

Following the findings of this review, it seems that even less extensive HPIs, delivered by the class teacher, in a couple of months, within a regular curriculum with wisely selected intervention activities, including follow-ups, teachers’ training, external collaborators, and more target groups, have a long-lasting and sustainable impact on children’s health. Conversely, somebody would predict that longer interventions (e.g., longitudinal studies) are more likely to be successful because of better resources, support, training, and information delivered to participants over an extended time. However, a highly effective group of HPIs in our study demonstrated the contrary. Hence, a school-based HPI with undemanding time implementation could also be influential. For example, only a 10 min daily intervention on stress management performed for four months by schoolteachers was reported to have a positive effect on anxiety symptoms and heart rate variability at the 1-year follow-up among 8-year-old children [ 75 ]. Moreover, a strong positive impact of the school-based HPIs was reported even within shorter interventions, for instance, up to two months, on the level of physical activity and better health-related fitness [ 42 , 43 , 44 ]. Moreover, under-represented and delayed follow-up(s) may decrease the effectiveness of the intervention. For example, a 5-year RCT on infection control with only one follow-up, 12 months after intervention cessation, showed higher intensity of infection among children compared to the baseline [ 47 ].

Ultimately, based on this review, effective school-based interventions are commonly reported around the globe and focus most commonly on physical health. The effectiveness of interventions depends on different structural components of implementation. Interactivity between quantitative factors (e.g., sample size, duration, follow-ups) and qualitative factors (e.g., quality of research design, interventional program and activities, the expertise of providers, and target groups) seems to play a crucial role in the quality of HPI implementation and effectiveness on children’s health.

4.3. Implications for Educational Research and School Practice

These review findings emphasized that teachers, school nurses, and other health and education professionals are critically positioned to develop evidence-based HPIs to promote healthy development and progressive academic achievements for primary school children. Their success depends on how they are educated and skilled to design, conduct and follow HPIs in a school setting. This research suggests several recommendations for schools.

First, designing a high-quality HPI based on the best knowledge and including effective structural components recognized in our review is highly recommended. Second, according to this review, interventions in primary schools seem most commonly to target the physical health dimensions. Hence, further school-based interventions to equally address children’s emotional and social dimensions of health are recommended. Third, researchers and other healthcare and pedagogy professionals should participate in designing, implementing, and following the interventions to add a solid knowledge of the safety, effects, and ethical dimensions of school-based HPIs. Fourth, the support of school decision-makers to ensure the availability of resources, such as staff and training for them and resources for implementing HPIs at schools, is strongly encouraged.

4.4. Limitations of the Present Review and Directions for Future Studies

This review has some limitations that must be addressed and considered when interpreting its findings. First, the literature search for the study was performed only in two databases (PubMed and CINAHL) with some additional search limiters. These factors may be reflected in the retrieved and analyzed data. PubMed and CINAHL are, however, commonly available and used databases for researchers in the field of medicine and health sciences, which may limit the review from interventional studies in other fields, such as education, psychology, and kinesiology.

Second, as the mixed methods literature review was a challenging and time-consuming task, 21 months passed between the literature search and the writing of the first draft of this article. Therefore, it can be expected that some relevant studies on school-based HPI effectiveness were not included. However, we strongly believe that conclusions based on the systematic and comprehensive review of 49 school-based HPIs with in-depth mixed methods data analysis brought new knowledge and understanding to the field.

Third, according to this and previous studies, it must be emphasized that descriptions of the school-based HPI structural elements highly varied between studies. Remarkably, studies inconsistently reported the dropout rate of sample size during intervention and follow-ups. Similarly, the lack of description of follow-up measurements, without explaining activities between the intervention cessation and the last follow-up, was also notable in the reviewed articles. All borderline cases were discussed between the researchers, and the final decision was made with a common consensus. However, a strong need for additional rigorous systematic meta-analysis calls for future reviews.

Fourth, this review solely analyzed the HPI structural elements without focusing on the content of the intervention activities and material for participants. This perspective plays a crucial role in the HPI effectiveness and, therefore, should be carefully examined in future studies from different aspects of analysis, e.g., a didactical view, HPI sensibility for participants of diverse backgrounds such as socio-economic status, school district/region, race, gender, or personal characteristics related to health. Further research is needed to understand the impact of interventions on health equality. Mandatory primary school education offers a unique opportunity to reduce those inequalities and encourages better health for all children and their families, no matter their circumstances.

Fifth, the highly effective HPIs were considered in the spotlight in this review. Future studies should also look more carefully at the interventions with small success or even reverse effects. In this context, particularly ethical issues on the reverse and unintended consequences, potential harm, and other ethical issues of the school-based HPIs need to be exposed. Finally, this review emphasized a strong need to develop a common standard to implement, report, and evaluate school-based HPIs; the mixed methods evaluation protocol is highly recommended to enhance the scope and rigor of the intervention [ 93 ].

However, based on the implemented research process, it is justified to suggest that this study is valid and motivates schoolteachers, health educators, and researchers to collaborate to find more evidence and reliable scientific knowledge on HPIs in school settings. Additionally, the study findings contribute to the field of mixed methods research. This review demonstrates an innovative approach to integrating the qualitative and quantitative methodology through all stages of the literature review, including quantitative and qualitative data collection, analysis, and final inferences. Moreover, mixed methods’ findings offered several additional opportunities for data analyses; e.g., ethical dimensions will be addressed in future studies.

5. Conclusions

As a final point, three essential elements of effective school-based HPIs need to be exposed based on the findings of this mixed methods literature review study: (1) multiple target groups; (2) multiple providers, including experts; and (3) a manageable research design with wisely planned follow-ups. The amount of substantial evidence of the effectiveness of interventions in the school setting is dispersed and deficient. Teachers, health professionals, principals, and the academic community are in a central position to support, conduct, and evaluate HPIs targeting primary school pupils’ health. Multiple levels should be taken into account when implementing health-promoting actions, from school policy to an individual level, with strong consideration of the best available evidence. Moreover, ethical discussions regarding health promotion at schools, both in educational and clinical settings, are motivated by scattered evidence. Attention must be given to the quality of interventions’ designs, as well as the relevance and sustainable effects on children’s health. More efforts related to HPIs aimed at mental health are recommended.

Funding Statement

This research and the APC were funded by the Slovenian Research Agency (Javna Agencija za Raziskovalno Dejavnost RS; grant No. P6-0372, research program “Slovene Identity and Cultural Awareness in Linguistic and Ethnic Contact Areas in Past and Present”).

Author Contributions

Conceptualization, J.Z. and C.L.; methodology, J.Z.; software, J.Z.; validation, J.Z. and C.L.; formal analysis, J.Z.; investigation, J.Z. and C.L.; resources, J.Z. and C.L.; data curation, C.L.; writing—original draft preparation, J.Z. and C.L.; writing—review and editing, J.Z.; visualization, J.Z.; supervision, C.L.; project administration, J.Z. and C.L.; funding acquisition, J.Z. and C.L. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

No ethical approval was needed because data from previously published studies in which ethical approval was obtained by primary investigators were retrieved and analyzed.

Informed Consent Statement

Not applicable.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

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Application of Stakeholder Theory in Education Management: A Comprehensive Systematic Literature Review (SLR)

Under the guidance of Keele's (2007) suggested methodology, this systematic literature review (SLR) explores the application of stakeholder theory in education management. The study, which was organized into phases for planning, reviewing, conducting, and reporting, sought to provide a thorough analysis of current trends, the effect of stakeholder strategies on educational success, and challenges to their application. Major online databases and search terms were used to find 767 papers, of which 55 primary studies were chosen for study. 14 thematic clusters were identified by Leximancer analysis, underscoring the importance of stakeholder theory in helping to comprehend educational organizations and improve decision-making procedures. It has become clear that promoting accountability, encouraging inclusion, and improving educational quality and relevance all depend heavily on stakeholder engagement. In order to enhance decision-making and overall school performance, the review highlights the significance of many stakeholder perspectives and voices in educational environments. Future study should look into novel techniques to engaging stakeholders, evaluate the impact over an extended period of time, and analyse the roles of newly emerging stakeholders. Despite the benefits of methodology, certain drawbacks are recognized, including possible biases in the literature selection process and an under-representation of stakeholder views. By resolving these issues and including many disciplinary viewpoints, the study's robustness may be improved, and the connection between stakeholder theory and education management can be better understood.

https://doi.org/10.26803/ijlter.23.6.1

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Primary School STEM Education Innovation through ICT Integration for Teacher Competency Development: A Systematic Literature Review

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This study examines the integration of Information and Communication Technology (ICT) to enhance STEM learning in primary schools. Conducted via a systematic literature review (SLR) following PRISMA guidelines, articles from 2020 to 2024 were analyzed using Scopus. The findings underscore the profound impact of ICT integration on bolstering STEM education in primary settings. Effective implementation requires tailored teacher training programs and a comprehensive understanding of primary education dynamics. Despite challenges, addressing the nuanced needs and perceptions within primary education is imperative for advancing the quality of STEM education. Consequently, providing teachers with requisite support, including targeted training initiatives and a nuanced grasp of primary education requirements, is vital for fortifying the efficacy of STEM education in the future. To conclude, fostering a synergy between STEM and ICT yields significant enhancements in primary school learning outcomes.

Article Details

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A bibliometric and systematic review of scientific publications on metaverse research in architecture: web of science (WoS)

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• Güneş Mutlu Avinç   ORCID: orcid.org/0000-0003-1049-2689 1 &
• Aslı Yıldız 2  

The global trends related to the concept of Metaverse in architecture have significantly expanded in recent years, thanks to the increasing number of scientific publications. Systematically examining the literature on this topic and identifying research trends and potential directions provides comprehensive data maps, thus charting a roadmap for researchers interested in working in this field. In this context, the research aims to identify the trends and tendencies of the concept of the Metaverse in the scientific literature over time at the primary analysis levels, such as countries, institutions, resources, articles, authors, and research topics. The research conducted with this aim involves a dynamic, visual, and systematic examination of the academic literature on academic publishing using data accessed without year limitations from the Web of Science Core Collection-Citation database. In the research conducted without year limitations, a sample comprising 334 articles published/planned to be published between 2005 and 2024 is analyzed. The bibliometrix R-Tool was used to enhance the analysis, and metadata was obtained from the WoS database. This analysis analyzed publications, citations, and information sources, including the most published journals, the most used keywords, the most cited and leading articles, the most cited academics, and the most contributing institutions and countries. In conclusion, this study aims to define the profile of international academic publishing in the field of the Metaverse, present its development, identify research fronts, detect emerging trends, and uncover the working themes and trends in the Metaverse specific to architecture. This study describes the profile of international academic publishing on the metaverse, presents its development, identifies research frontiers, identifies emerging trends, and reveals metaverse study themes and trends in architecture. As a result, education, virtual perception of space, building operation and maintenance, building evacuation, BIM (Building Information Modeling), cultural heritage, physical environment, built environment/planning, smart home, design and creativity, universal design/accessibility, sustainability, smart city/GIS, urban transportation systems, and in-use evaluation are identified as themes that have been studied in relation to the metaverse concept in architecture and design disciplines.

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Introduction

Information and communication technologies are undergoing rapid change and transformation every day. The concept of technology, which developed with computers in the 1990s, evolved into the Web in the 2000s, Web 2.0, the second stage of the evolution of the Web in the 2004s (Murugesan, 2007 ), telecommunications in the 2010s, and the metaverse in the 2020s (Lee, 2021 ).

Until the 1990s, Web 1.0 emerged as the first version. In this process, access to information was only one-way and there was no interaction. The Web 1.0 era was focused on making connections and obtaining information on the internet. Web 2.0, which emerged in 2004, includes forums, comments, blogs and social networks. However, Web 2.0 allowed users to share information as well as read. Thus, people started to communicate, collaborate and interact in another way (Alby, 2007 ). The concept of Web 3.0, known as the semantic web, which became active in 2010, made it possible to conduct a content search using keywords. Here, instead of humans, computers have come to the forefront to produce new information and think. Web 4.0, which started in 2016, focuses on access and intelligence (Latorre, 2018 ). Using machine learning technologies and artificial intelligence, users started to interact with data. Interpreted as an iteration of the Internet, the metaverse brings together a large number of different virtual spaces that provide access to various projects and entertainment environments using the full spectrum of augmented reality. In summary, the metaverse is the latest in a long line of emerging technologies (Nath, 2022 ). All these definitions are presented in the graph in Fig.  1 .

The Changing Face of the Internet: Journey from Web 1.0 to Web 3.0 (Nath, 2022 )

The concept of Metaverse (fictional universe), which first emerged in Neal Stephenson's cyberpunk novel "Snow Crash" in 1992 (Ağırman & Barakalı, 2022 ), has seen a significant increase in studies on this subject after Marc Zuckerberg changed the name of Facebook and announced it as "Meta" in 2021 (see Figure 1 ). The word Metaverse is a combination of the prefix "meta" (meaning "beyond") and the suffix "verse" (short for "universe") (Dionisio et al., 2013 ). In this context, the Metaverse is defined as a virtual structure that allows participants to participate in real life or recreate real life through self-created avatars in a virtual metaphorical environment, independent of temporal and spatial constraints (Díaz et al., 2020 ). The concept of a metaverse or virtual world is a social and economic universe beyond commerce and entertainment, where digital users or avatars represent the individual (Lee, 2021 ). The Metaverse offers a potential environment in various fields, such as culture, education, design, and entertainment.

In the literature, there are studies on metaverse conducted with various keywords in different databases. For example, Abbate et al, ( 2022 ) conducted a study with the keyword “metaverse” in the title, abstract and keywords in the Scopus database, regardless of the time period studied, and the aim of the study was to review the studies on the Metaverse using bibliometric analysis. Feng et al. ( 2024 ), (2024) was conducted in the WOS database with the keywords “metaverse” and “Non-Fungible Token” between 2000 and 2023. Tas and Bolat, ( 2022 ), unlike these studies, conducted a bibliometric analysis of studies on the use of metaverse in education. Similarly, Bızel ( 2023 ) conducted a bibliometric analysis on the concept of “metaverse” and “education” in education between 2004 and 2022. Zhou et al. ( 2023 ) analyzed articles on the concept of metaverse in different databases between 1992 and 2022 and examined the concept of metaverse, its technical features, user behaviors and their theoretical foundations. Studies in the literature have examined the concept of metaverse in general or in relation to education. The scope of this study is the relationship between metaverse and architecture.

Given its inherent connection with architecture and design, this study primarily focuses on the Metaverse universe. Therefore, this study conducts a bibliometric examination of research related to the Metaverse and performs content analysis specifically within architecture. Bibliometrics is a quantitative analysis method that uses mathematical and statistical tools to measure the interrelation and impact of publications within a specific research field (Lee et al., 2020 ). Bibliometric research encompasses empirical methods focusing on quantitative literature studies (Ding et al., 2001 ). As a powerful tool for analyzing the information domain and revealing the cognitive-epistemological structure of the field (Van Eck & Waltman, 2010 ), it provides a macroscopic view across numerous academic studies. This method highlights influential research, authors, journals, institutions, and countries within a specific domain (Mora et al., 2019 ). Based on this premise, this research chose the WoS database for bibliometric analysis. Indeed, in every article indexed in WoS, research data such as authors, sources, cited references, keywords, and more can be accessed (Wang et al., 2022a , 2022b , 2022c ). Furthermore, the Metaverse literature obtained from the WoS database is systematically analyzed using the Bibliometrix and Biblioshiny software packages available in the R program. The following scientific questions guide this research.

RQ1: What is the development trend of publications in the Metaverse field over the years?

RQ2: How are the relationships among stakeholders in this field, such as authors, institutions, and countries?

RQ3: What are the main keywords in the study domain, and how are they clustered?

RQ4: What are the key elements, trends, and themes that characterize the global development of the Metaverse literature?

This bibliometric and content analysis conducted within this framework presents structured information and a comprehensive examination of the Metaverse field. Gaps, significant, and emerging points in the area are identified for researchers in this domain. The significance and contribution of this study lie in its examination of the literature related to the Metaverse and architectural design up to the present day.

Methodology

Data collection.

This study uses the Web of Science (WoS) database for bibliometric analysis. Indeed, the Web of Science database is preferred due to its wide range of tools for manipulating search results and its general, cited reference, and advanced search features (Norris & Oppenheim, 2007 :163; Merigó et al., 2015 ; Gaviria-Marin, 2019 ). On April 29, 2024, a comprehensive search was conducted across all fields in the Web of Science database using the following search query: "metaverse" AND "architect*" or "design" or "architectural studio" or "architectural education" or "building" or "architectural space" or "built environment" AND "virtual space" or "mixed reality" or "augmented reality" or "extended reality" or "cyberspace" or "virtual reality" or "virtual environment" or "virtual worlds" or "digital world" as keywords (Fig.  2 ). This search resulted in the identification of 513 studies.

WoS search screen

The flow chart of the study is shown in Fig.  3 .

Flowchart of the study

Bibliometric analysis

Bibliometric analysis, a quantitative approach to analyzing academic literature using bibliographies to identify, evaluate, and monitor published research, first used in 1969 (Broadus, 1987 ; Lee et al., 2020 ), is employed in this study to analyze trends and potentials in the field of the Metaverse. Bibliometric analysis distills a comprehensive overview of a specific area by processing a large volume of literature. In this context, bibliometric study provides a broad perspective on extensive research literature and enables the quantitative and objective delineation of research topics from the past to the present (Chen et al., 2021 ). The bibliometric analysis method analyzes development trends in various scientific research fields (Li & Ye, 2016 ). It aids researchers in creating knowledge maps that represent information structure in a particular area and examine their characteristics using statistical and mathematical methods (Ding et al., 2001 ; Godin, 2006 ).

In this study, the graphical web interface Biblioshiny, based on Bibliometrix 3.0 (URL-1), is used within the R software and RStudio environment to create knowledge maps. R software is noted as a dynamically writable and interpretable programming language for statistics and data analysis (Diez-Vial & Montoro-Sanchez, 2017 ; Donoho, 2021 ; Khan et al., 2016 ; Xu & Marinova, 2013 ).

The Bibliometrix R package plays an essential role in scientific methodology by providing a set of tools for quantitative research. This package is developed within the R programming language, an open-source environment and ecosystem. The R language offers substantial opportunities in scientific computation due to its multitude of practical statistical algorithms, access to high-quality numerical data, and integrated data visualization tools (Aria & Cuccurullo, 2017 ; Xie et al., 2020 ). Within the scope of this study, the literature data obtained from the WoS database was analyzed using the bibliometric analysis method within the Bibliometrix software environment. The knowledge maps and data obtained are presented in the findings section.

Distribution of annual documents

To reflect the trends in literature research, it is essential to analyze the accelerations that studies have demonstrated over time (Xie et al., 2020 ). In this context, it was determined that this research, without a time constraint, covers the relevant data from the years 2005 to 2023. It is seen that the number of research studies published on the Metaverse from 2005 to 2023 shows a similar trend with a small number of publications until 2021 but shows a significant increase starting from 2022 (Fig.  4 ). Based on the graphical data, it is anticipated that research in the Metaverse field will rapidly increase.

Number of documentations by year

According to the analysis data from the Web of Science category, the top five categories prominently featured are Engineering Electrical Electronic (103), Computer Science Information Systems (102), Telecommunications (86), Computer Science Artificial Intelligence (58), and Computer Science Interdisciplinary Applications (58) (Fig.  5 ).

Number of documentations by WoS Categories

When the classification of the retrieved studies is examined in the context of Sustainable Development Goals, it is determined that 168 studies were conducted for Quality Education, 61 for Good Health and Well-being, 32 for Sustainable Cities and Communities, 30 for Industry Innovation and Infrastructure, 17 for Responsible Consumption and Production, 3 for Affordable and Clean Energy, 1 for Gender Equality, 1 for Decent Work and Economic Growth, 1 for Reduced Inequality and 1 for Life on Land (Fig.  6 ).

Number of documentations by Sustainable Development Goals

As a result of the studies on the Metaverse, 291 articles, 128 proceeding papers, 46 review articles, 37 early access, 5 book chapters and 4 editorial material were identified (Fig.  7 ).

Number of document types

Data screening and inclusion criteria

As a result of the search conducted in the WoS database on April 29, 2024, a total of 513 sources potentially suitable for this study were identified. In this research, 323 documents were retrieved from 199 sources. In this study, which did not apply any time constraints, the retrieved documents spanned the period from 2005 to 2023. The data file downloaded in Bibtex format from the WoS database was uploaded to the Bibliometrix software (URL-1). In this step, publications written in English, accessible, and peer-reviewed were preferred for examination. In this context, the document type was limited to 'Article/Article; Book Chapter/Article; Early Access/Article; Review; Early Access/Review.' As a result of these restrictions, a total of 190 studies were excluded from the analysis. Figure  8 provides general information about these data.

Primary data information in Bibliometrix software

Most relevant sources

The retrieved articles have been published in a total of 289 different sources. The sources with the most publications are the ‘IEEE Access’ (N = 13), ‘IEEE Network’ (N = 11), ‘Sustainability’ (N = 10), ‘Internet Research’ (N = 8) and ‘Electronics’ (N = 7) publications. Figure  9 presents the top 20 sources with the highest number of publications.

Top 20 most relevant sources

Most frequent words

Keywords ensure the general comprehensibility of a research topic and its content. The analysis of high-frequency keywords reflects important and current topics in the Metaverse field. In this context, Fig.  9 , which includes the ‘TreeMap’, illustrates the tree structure of the 50 most frequently used keywords. In this representation, the size of the rectangle indicates the frequency of usage of the term within the rectangle. In this context, 'virtual-reality (50), augmented reality (30), design (28), system (24), technology (22)' are identified as the top five prominent terms. Additionally, this situation can also be observed through the created 'WordCloud,' which represents the frequency of usage of key terms in a word cloud (Fig.  10 ).

Treemap chart of the 50 most frequently occurring "KeyWords Plus" terms and World cloud of the 50 most frequently occurring "KeyWords Plus" terms

Most relevant countries

Figure  11 shows the collaborations between co-authors and their countries. In this context, it is understood that the most co-authors are commonly found in China. In terms of the number of articles published by a single country; China (N = 51), USA (N = 27), Korea (N = 26), Italy (N = 12) and the United Kingdom (N = 9) are ranked as the top five. Similarly, for multiple-authored articles, the top five countries are as follows: China (N = 35), United Kingdom (N = 11), India (N = 8), USA (N = 6), Malaysia (N = 6), Singapore (N = 6), Korea (N = 5), Italy (N = 5) and USA (N = 5). When looking at Fig.  11 , the turquoise bars represent single-country publications (SCP), while the orange bars represent multi-country publications (MCP).

Corresponding Author's Countries

Most relevant authors

Figure  12 presents a list of the top 20 authors with the highest number of publications. In this context, it is observed that Niyato has the highest number of publications (10). Following Niyato (N = 11), Xiong (7), Wang (6), Bibri (5), Kim (5), Li (5), Liu (5) and Wang (5) respectively.

Most relevant Authors

Authors' production over time

The article dataset related to Metaverse publications includes a total of 1044 authors. Figure  13 displays a diagram depicting the top 20 most productive Metaverse authors during the study period. The size of the dots in this diagram represents the number of articles, while the colors' dimensions represent the annual total citation counts. Regarding the number of articles published during the study period, the top three most productive authors are Niyato (10 articles), followed by Xiong (6 articles), Wang (5 articles), Bibri (2 articles), and Kim (4 articles).

The top 20 authors featured in research on the Metaverse

Most relevant affiliations

When evaluating the institutions where publications on the Metaverse have been conducted, Nanyang Technology University (Number of Articles = 20), Singapore University of Technology and Design (N = 15), Norwegian University (N = 12), Sungkyunkwan University (N = 11), and Gachon Univercity (N = 11) are listed as the top institutions (Fig.  14 ).

Most relevant Affiliations

Country scientific production

The countries with the highest number of publications in the field of Metaverse are shown in Fig.  15 . The number of research articles is represented by the blue color intensity on the map. According to this graph, China (134), USA (130), Korea (87), United Kingdom (72), India (45), and Singapore (48) are ranked as leading countries in terms of publications.

Country Scientific Production

Country collaboration map

International research collaboration for articles on Metaverse is depicted in Fig.  16 . The number of published articles is indicated by the intensity of the blue color on the map. The thickness of brown lines represents the intensity of collaboration based on frequency. While China stands out as the country with the strongest collaboration compared to other countries, the most collaborative countries are ranked as USA, Australia, and the United Kingdom, respectively.

Country Collaboration Map for Metaverse Articles

Most cited countries

According to the graph shown in Fig.  17 , the top five countries receiving the most citations are ranked as follows: China (810), USA (689), Korea (659), France (275), and United Kingdom (207).

Graph of Countries Receiving the Most Citations

Three-field plot

A three-field graph illustrating the relationship between keywords, countries, and journals is presented in Fig.  18 . The height of the rectangular nodes within the graph represents the frequency of author keywords, keywords plus, and authors. The thickness of the lines between nodes represents the number of connections (Wang et al., 2022a , 2022b , 2022c ).

Three-Field Plot showing the relationship between authors keywords (left), keywords plus (middle) and authors (right)

Thematic map

To comprehensively capture the theme map of big data research, author keywords and index keywords from bibliographic records were clustered and classified by dividing them into two using the k-means and naive Bayes algorithms (Parlina et al., 2020 ). The revealed thematic map consists of thirteen clusters. For the clustering of metaverse topics, four categories are represented as clusters in different colors. In the first cluster represented by the green color, the terms ‘virtual reality’, ‘augmented reality’, and ‘design’ take prominence. In the blue cluster, terms such as ‘impact’, ‘experience’, and ‘virtual worlds’' are observed. As seen in Fig.  19 , the red cluster encompasses significant research topics.

Thematic map generated using author's keywords

Trend topics

The Trend topics chart presented in Fig.  20 is created based on Keywords Plus. In this context, the size of the circles within the graph indicates the frequency of the term, while the length of the lines represents how long this concept has been studied. In this context, the results of the analysis conducted to identify trend topics with Keywords Plus are presented in Fig.  20 . Accordingly, virtual reality (f = 50), augmented reality (f = 30), technology (f = 24), design (f = 28), model (f = 22), and environments (f = 10) are determined as trend topics.

Trend topics with Keywords Plus

Examination of publications in the field of architecture through content analysis

Among these studies, a total of 76 research papers were subjected to content analysis within the context of the relationship between architecture and the Metaverse, and the obtained data are presented in Table  1 . Each study has been categorized according to thematic areas within the fields of architecture and design, revealing that the studies were produced in a total of 15 categories: education, building operation and maintenance, building evacuation, Building Information Modelling (BIM), physical environment, virtual space perception, cultural heritage, built environment/planning, smart city/GIS, smart home, design and creativity, universal design/accessibility, sustainability, urban transportation systems, and post-occupancy evaluation. In addition, brief information about the specific topics each study within the field of architecture and design focused on under each study theme has been provided. According to the content analysis conducted, it is evident that education and virtual space perception themes are the most prevalent subjects of scientific research within disciplines related to architecture and design. The fact that the metaverse universe is a virtual fiction of the real world brings to the fore the question of how this universe is perceived by individuals. Consequently, the perception of virtual spaces becomes significant in studies related to the Metaverse. Furthermore, Table  1 indicates that the concept of the Metaverse is gaining importance in various themes related to architecture. It has the potential to be a promising research area in different fields such as different age groups, disability conditions, construction systems and technologies, cultural heritage, and transportation. The density and relevance of research themes in the fields of architecture and design align with the sustainable development goals related to the Metaverse. Themes such as education quality and sustainable cities and communities, as well as community objectives, are prominent in architectural studies as well.

Discussion and conclusion

This research, in general, reveals the overall trends in scientific research related to the Metaverse and specifically within the disciplines of architecture and design. The number of studies analyzed within the scope of the research has increased rapidly since 2021 and this momentum is expected to increase in the coming years. WoS categories such as Electrical-Electronic Engineering, Computer Science Information, and Telecommunications are prominent areas where the concept of the Metaverse is emphasized. In terms of sustainable development goals, topics like education quality, good health and well-being, and sustainable cities and communities are the focal points of research related to the Metaverse. When the document types are evaluated, it is seen that articles come to the forefront. The most frequently used keywords related to the Metaverse concept include virtual reality, augmented reality, design, system, and technology. In terms of the countries where the most studies are produced, China takes the lead, followed by countries such as the USA, Korea, and the United Kingdom. Additionally, the study provides data related to authors, citations, institutions, and journals.

The results of the bibliometric analysis conducted within the scope of the questions guiding the research are as follows.

This study, which evaluates the research conducted between 2005 and 2023, shows that there is a similar trend with a small number of publications until 2021, but there has been a significant increase since 2021. It is predicted that the research on this subject increased rapidly in 2023 and will increase rapidly in the coming years.

In the study, Nanyang Technology University, Singapore University of Technology and Design, Norwegian University, Sungkyunkwan University, and Gachon University stand out as research institutions related to the metaverse. In the study, Niyato was found to be the author with the highest number of publications. He is followed by Xiong Wang, Bibri, Kim, Li, Liu and Wang. In the study, China, the USA, Korea, the United Kingdom, India and Singapore are ranked as the leading countries in terms of publications. However, when the cooperation potentials of the countries are analyzed, China stands out as the country with the strongest cooperation compared to other countries, while the countries with the most cooperation are the USA, Australia and the UK, respectively.

In the publications examined in the study, it was determined that the keywords metaverse, virtual reality, augmented reality, extended reality, artificial intelligence, blockchain, reality, mixed reality, virtual were frequently used.

The prominent themes clustered in the study are “impact, experience, virtual worlds”, “internet, challenges, blockchain”, “integration, rehabilitation, walking” and “virtual-reality, augmented reality, design”. The global collaborative network framework of Metaverse literacy and research needs to be strengthened. In the future, it is envisioned that this research area will further develop in sectors such as education, health, arts, commerce and entertainment. The results of this study are intended to serve as a reference for future applied research on the metaverse.

The particular focus of this study is to examine the themes in which the concept of the Metaverse has been explored within the disciplines of architecture and design. The content of architectural publications addressing the Metaverse has been analyzed in the study, revealing research trends in this field. Within this context, various themes related to the concept of the Metaverse have been explored in the disciplines of architecture and design. These themes include education, building operation and maintenance, building evacuation, Building Information Modelling (BIM), physical environment, virtual space perception, cultural heritage, built environment/planning, smart cities/GIS, smart homes, design and creativity, universal design/accessibility, sustainability, urban transportation systems, and evaluation in the usage process. Among these themes, education and virtual space perception stand out as the most researched areas.

In conclusion, this study aims to provide guidance for researchers by demonstrating how the concept of the Metaverse has shaped a research landscape within the disciplines of architecture and design over time.

This study presents a bibliometric and content analysis of a research conducted in the WoS database with the keywords “metaverse” AND “architect*” or “design” or “architectural studio” or “architectural education” or “building” or “architectural space” or “built environment” AND “virtual space” or “mixed reality” or “augmented reality” or “extended reality” or “cyberspace” or “virtual reality” or “virtual environment” or “virtual worlds” or “digital world”. The study covers the use of metaverse in the field of architecture and design.

Although the concrete reality of the Metaverse has not materialized due to its conceptual novelty, its future prospects are interpreted as promising (Piñeiro-Chousa et al., 2024 ). In this context, researchers can contribute to this point by analyzing the theoretical foundations of the Metaverse in depth. In future studies, in order to obtain more systematic quantitative results on the metaverse, it is planned to expand the keywords, search different databases and include various contents in the study. In addition, it is planned to examine architectural content produced on digital architecture platforms related to metaverse. In order to expand the scope of the study, the relationship of the metaverse with different disciplines will be discussed.

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Mutlu Avinç, G., Yıldız, A. A bibliometric and systematic review of scientific publications on metaverse research in architecture: web of science (WoS). Int J Technol Des Educ (2024). https://doi.org/10.1007/s10798-024-09918-1

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