DESIGNING CREATIVE LEARNING ENVIRONMENTS FOR CHEMISTRY EXAM READINESS: A BIBLIOMETRIC ANALYSIS

Abstract

This study examines global research trends in the design of creative learning environments for chemistry exam readiness through a bibliometric approach. The increasing demands of high-stakes assessments, combined with the need to develop higher-order cognitive skills, have intensified the importance of integrating creativity, inquiry-based learning, and digital technologies into chemistry education. Despite the growing body of literature in this field, there remains a lack of systematic analyses focusing on the intersection of creative pedagogy and exam-oriented learning. To address this gap, a bibliometric analysis was conducted based on data retrieved from the Scopus database, following the PRISMA framework. The study employed quantitative and network-based methods using the bibliometrix package in RStudio and VOSviewer to analyze publication trends, collaboration patterns, and the conceptual structure of the research field. The findings reveal a rapidly expanding research domain characterized by a shift toward student-centered, inquiry-based, and technology-enhanced learning environments. Critical thinking, laboratory-based instruction, and digital learning tools emerged as key thematic areas shaping the development of creative educational practices in chemistry. The results also highlight the growing role of artificial intelligence and real-world contextual learning in fostering students’ analytical skills. In the context of Kazakhstan, where the Unified National Testing plays a decisive role in shaping educational trajectories, the study underscores the need to move beyond traditional exam-oriented teaching toward more innovative and creativity-driven approaches. The findings provide valuable insights for educators, curriculum developers, and policymakers seeking to enhance the effectiveness of chemistry exam preparation while promoting deeper learning and critical thinking.