This study presents a comprehensive bibliometric analysis of STEM education research in Europe from 2015 to 2025, drawing on data from the Web of Science Core Collection. The analysis includes over 1,300 academic publications and examines authorship networks, institutional output, country-level contributions, and thematic developments. The leading contributors—Germany, France, Italy, and Spain—display strong output in areas such as robotics in education, computational thinking, interdisciplinary curriculum reform, and inclusive practices for underrepresented groups. Keyword co-occurrence and citation burst analysis reveal a rapid evolution in pedagogical priorities, moving from traditional content delivery toward inquiry-based learning, coding integration, and gender inclusion strategies. EU-funded projects and Horizon 2020 collaborations appear frequently in author affiliations, indicating strong regional cooperation. However, a geographic imbalance persists, with Eastern European countries underrepresented in the literature. The findings highlight the need for broader resource allocation and support mechanisms to ensure equitable STEM development across the continent. The paper concludes with recommendations for policymakers and curriculum designers to foster inclusive, innovative, and future-ready STEM education.

Keywords: STEM education, curriculum reform, robotics, gender inclusion, EU collaboration, bibliometric analysis.