Seker, Fatih2026-01-242026-01-2420250141-19261469-3518https://doi.org/10.1002/berj.70009https://hdl.handle.net/20.500.12868/5441This study examines the contributions of STEM education to quality education (Sustainable Development Goal 4, SDG4) at thematic and structural levels based on a bibliometric analysis of 659 publications indexed in the Web of Science database between 1993 and 2024. Performance analysis, co-citation networks, country collaborations and keyword clusters are visualised through Biblioshiny and VOSviewer software. The findings revealed a marked increase in interest since 2016, with the United States as a leading contributor. Key themes include early childhood education, STEAM integration and digital learning, highlighting a clear shift from discipline-specific approaches to more holistic, interdisciplinary models. This research offers actionable insights for researchers, educators and policymakers aiming to design inclusive, high-impact STEM education aligned with global development goals, particularly in the context of SDG4. It emphasises the urgent need to integrate interdisciplinary STEM/STEAM approaches into early childhood education to foster critical twenty-first-century competencies such as problem-solving, creativity and digital literacy. By focusing on equity and access, the study advocates for inclusive policies that bridge existing gaps and promote global collaboration, ensuring that STEM education is both accessible and effective across diverse regions and communities.eninfo:eu-repo/semantics/closedAccessbibliometricsearly childhood educationquality educationSTEM educationsustainable development goalsArticle10.1002/berj.700092-s2.0-105012740563Q1WOS:001546134600001Q1