High school chemistry teaching strategies are a central topic in science education research, closely linked to student learning outcomes, core competencies, and curriculum reform. Although studies in science and chemistry education exist, systematic reviews on the development of high school chemistry teaching strategies in the past five years remain scarce. To address this gap, this study employs bibliometric and visualization methods to analyze the development characteristics and thematic evolution of related research between 2020 and 2025. The study draws on literature retrieved from the Web of Science database and applies bibliometric and keyword co-occurrence analysis, supported by visualization tools, to identify research features and knowledge structures in the field. The results show that between 2020 and 2025, the field exhibited a fluctuating rather than linear growth pattern. The United States maintained dominance, while several Asian countries demonstrated rapid growth. Research output was concentrated in a small number of representative universities and journals, reflecting strong academic influence. In terms of themes, inquiry-based learning and collaborative learning emerged as globally recognized core topics, while interdisciplinary integration, student-centered learning, and hands-on learning developed as secondary themes. Digital and tool-related topics remained marginal yet displayed potential for future growth. A comparison between database and author keywords revealed different emphases: database keywords highlighted methodological and structural issues, whereas author keywords emphasized disciplinary framing and researchers’ representations. In conclusion, this study maps the knowledge structure and thematic evolution of research on high school chemistry teaching strategies, offering theoretical and bibliometric support for the systematic development of the field. The findings further suggest that future research should strengthen attention to digital learning, interdisciplinary integration, and contributions from Global South countries, thereby fostering more balanced development and sustained educational innovation.
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