Educational Administration in the Context of Biology Education: Insights from a Bibliometric Analysis

Educational administration and Biology education are closely related.This relationship is an important aspect to be studied in greater depth through an analysis of previous research on educational administration and biology education.The purpose of this study is to analyze research trends related to educational administration in the context of biology education.The method used is a literature study.This study uses Bibliometric analysis with the VOSViewer application.The analysis was conducted to obtain information related to educational administration in the context of biology education.The data are sourced from the Scopus database, with the criteria for scientific publications to be analyzed being journal articles in English, published between 2016 and 2025, and discussing educational administration in the context of biology education.The findings show that (1) Leadership is the most frequently researched topic related to educational administration in the context of biology education; (2) the shift in research topics in educational administration in the context of biology education in 2025 towards topics related to artificial intelligence; (3) Research related to educational administration in the context of biology education has often been conducted on the topics of leadership, professional development, higher education, teaching, curriculum, learning, and self-efficacy.(4) Further research is needed related to educational administration in the context of biology education, which is research related to the topic of professional learning communities.The results of this study provide direction for policy and further research in biology educational administration.Future researchers should examine in greater depth how the integration of technology, particularly AI, influences policy, curriculum, and organizational behavior in biology education.Furthermore, longitudinal research is needed to examine how leadership and professional learning communities can shape a more responsive and innovative institutional culture