This bibliometric analysis explores the evolving research landscape of integrated Science, Technology, Engineering, and Mathematics (STEM) teaching, focusing on publication trends, influential authors, and key areas of study. As STEM education gains importance globally, there is a need to understand how integrated STEM teaching is being developed and researched, which this study addresses through a systematic examination of publications indexed in Scopus. The analysis identifies gaps in existing literature, particularly in specialized aspects of integrated STEM that require further exploration. Using Scopus Analyzer and VOSviewer software, data from 1,142 relevant publications were extracted and analyzed to reveal publication trends, keyword co-occurrences, and collaborative networks among authors and countries. Results indicate a notable increase in publications after 2018, reflecting heightened interest and investment in STEM education research. Key findings reveal that research in this field is centered around themes like student engagement, instructional methods, curriculum development, and teacher training, with keywords such as “students,” “teaching,” and “STEM education” frequently occurring. The United States leads in publication volume and global collaboration, with significant contributions also observed from countries like China, Australia, and the United Kingdom. Citation analysis highlights several influential authors whose work has shaped the field, particularly in areas of instructional strategy and computational thinking. Overall, this study provides insights into the main research trends, influential contributors, and emerging topics in integrated STEM education, offering a foundation for future research to address remaining gaps and further enhance STEM teaching methodologies.