abstract
- Reflecting the global commitment to equitable education articulated in the United Nations' Sustainable Development Goals, this study investigates students' evaluation of teaching (SET) instruments widely used in higher education, which often contain many biased elements. This mini-review and bibliometric analysis aimed to identify major thematic breakthroughs in SET research, particularly regarding scientific production and collaboration, and to reveal trends in gender bias and its association with SET. To achieve these objectives, the mini-review and bibliometric analysis performed used the Scopus database, focusing on publications from 2020 to 2024. Data from seven papers were analyzed using PRISMA guidelines and Biblioshiny data visualization tools to synthesize the scholarly work. Key findings revealed a declining trend in recent scholarly publications about SET. United States of America notably leads the world in global scientific contributions in this area. Significantly, the analysis consistently highlights pervasive gender and intersectional biases that influence SET outcomes. These biases often disadvantage specific instructor demographics and tend to favor same-gender affinity among evaluators. This study provides a synthesized understanding of SET gender bias through its robust methodological framework. It offers valuable insights for promoting more equitable evaluation practices and fostering inclusive academic environments.