Quran memorisation (hifz) remains a foundational component of Islamic education, historically preserved through oral tradition and now increasingly examined for its educational, cognitive, and spiritual benefits. Despite its significance, the academic discourse on Quran memorisation remains fragmented, with limited bibliometric studies mapping its scholarly development. This study addresses this gap by conducting a bibliometric analysis of Scopus-indexed, English-language publications on Quran memorisation between January 2015 and May 2025. Using VOSviewer 1.6.19, the analysis applied full counting with a minimum keyword occurrence threshold of 5. A total of 104 peer-reviewed journal articles met the inclusion criteria (as of May 2025) after systematic filtering. The analysis examined publication trends, document types, source distribution, authorship patterns, country and institutional contributions, and keyword co-occurrence networks. Results indicate a steady rise in research output, with the highest number of publica-tions recorded in 2024. Southeast Asian countries, particularly Malaysia and Indonesia, emerged as domi-nant contributors, supported by institutions such as IIUM and USIM. Most documents were journal arti-cles, with limited review studies, suggesting a need for theoretical consolidation. Authorship patterns re-vealed moderate collaboration, while keyword mapping identified “students” and “e-learning” as central themes, reflecting the increasing integration of digital technology in Quranic education. This analysis highlights both the growth and the structural limitations of the field. To advance the scholarship on Quran memorisation, future research should prioritise systematic reviews, cross-regional collaboration, and in-terdisciplinary approaches that bridge pedagogy, cognitive science, and Islamic studies.

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