Trends and applications of ICT in physics education: A bibliometric analysis using the scopus database from 2000 to 2025

Teaching abstract physics concepts presents a persistent pedagogical challenge. While information and communication technology (ICT) has emerged as a powerful solution for visualizing and enhancing interaction, the academic literature currently lacks a comprehensive, quantitative overview of the field’s structural evolution. Consequently, this study aims to bridge this gap by conducting a systematic bibliometric analysis to map the knowledge structure, pinpoint influential contributors, and delineate core research trajectories in the application of ICT to physics education. Data were derived from 744 scientific articles and reviews indexed in the Scopus database, spanning a comprehensive period from 2000--2025. The study employed advanced science mapping and performance analysis techniques to process bibliographic data and visualize co-occurrence networks. The analysis indicates that the field is experiencing rapid expansion, characterized by an exponential growth trajectory at an annual rate of 15.54%, with a notable surge in output after 2020. Global analysis reveals a distinct dichotomy: the United States maintains leadership in scientific impact, whereas Indonesia has established itself as the primary powerhouse in publication productivity. A defining characteristic of this domain is its deeply collaborative nature, underscored by the complete absence of single-authored papers. Furthermore, thematic analysis revealed four primary research clusters: (a) simulations and virtual laboratories, (b) sensor-based experiments and mobile learning, (c) immersive technologies, and (d) integrated pedagogical frameworks. By providing the first panoramic quantitative map of the field, this research offers a strategic baseline for stakeholders, which is valuable for researchers, educators, and policymakers in identifying strategic directions and guiding funding allocation for future instructional innovations.