This study presents an analysis of Science, Technology, Engineering, and Mathematics (STEM) education research in the Philippines, drawing from 251 documents published between 1959 and 2025 retrieved from the Scopus database. Using data from the Scopus database and visualization tools such as VOSviewer, the study explores publication trends, intellectual structures, thematic patterns, and the evolution of research priorities over time. Results reveal a marked increase in scholarly output post-2010, peaking in 2024, coinciding with national education reforms, the COVID-19 pandemic, and advances in digital learning. The citation analysis shows a parallel rise in research impact, indicating increasing academic engagement and visibility. Co-citation mapping identifies two core intellectual traditions: empirical, data-driven methodologies centered on assessment and benchmarking, and constructivist learning theories grounded in pedagogical foundations. Keyword co-occurrence analysis yielded five thematic clusters: engineering education and development, student learning in digital environments, pedagogy and teacher preparation, emerging technologies in STEM, and instructional design systems. The overlay visualization underscores a clear thematic evolution from foundational teaching and curriculum concerns toward digital transformation, AI integration, and learner-centered innovation. The study further highlights the underrepresentation of regional State Universities and Colleges (SUCs), underscoring the need for more inclusive and decentralized research development. The findings suggest that STEM education research in the Philippines is transitioning into a mature, future-ready domain, increasingly responsive to both global trends and localized educational needs.