This study aims to explore the research landscape of collaboration in autism education through a bibliometric analysis of publications indexed in the Scopus covering the period from 2020 to 2025. The retrieved data were examined using descriptive bibliometric approaches. Data were extracted from the Scopus database and analyzed using descriptive bibliometric techniques, including publication trends, citation analysis, leading journals, keyword co-occurrence and country collaboration patterns. The findings indicate a consistent growth in scholarly publications, particularly after 2021 reflecting increasing academic interest in collaborative practices among teachers, parents, and multidisciplinary professionals involved in autism education. Keyword mapping further revealed several emerging research themes, including inclusive education, teacher collaboration and intervention-based practices. In addition, the analysis of country collaboration networks showed that research productivity remains largely concentrated in developed countries, while contributions from developing regions are still relatively limited. Overall, this study provides a clearer understanding of the development and direction of collaboration research in autism education, while also highlighting the importance of strengthening cross-cultural perspectives and promoting more inclusive collaborative frameworks in future studies.
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