Information from the abstract
This bibliometric review analyzes 387 Scopus-indexed publications (1970-2025) on the relationship between genetics and education, retrieved with the query (“Genetics” AND “Academic Performance”) OR (“Heritability” AND “Education”). Research output was minimal until the 2000s, then expanded rapidly with the rise of twin cohorts and, after 2010, large genome-wide association studies (GWAS) and polygenic prediction. Science mapping reveals three thematic clusters: classical heritability studies of cognitive and academic traits; cohort-based developmental work linking cognition and schooling; and sociogenomic research on GWAS, polygenic scores, and gene-environment interplay. Within this query-defined corpus, publication activity is concentrated in genetics, psychology, and related fields, while education-focused journals and policy-oriented terms are less prominent. Key gaps include the lack of diverse samples, limited applied intervention research, and the absence of clear ethical and governance frameworks for potential educational uses of genetic information.
Why this record is monitored
This record has an Impact Signal of 83/100 based on recency, source, collaboration, and bibliographic signals. It prioritizes monitoring and is not a judgment of research quality.
Related topics: Cognitive Abilities and Testing · Genetic Associations and Epidemiology · Genetics and Neurodevelopmental Disorders
Thai researcher and institutional participation
Alessandro Stasi · Mahidol University
Data limitations
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