Purpose: This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education. Design/methodology/approach: The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers. Findings: The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges. Research limitations/implications: This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords "telepresence robots", "learning", "teaching" and "education", excluding studies with different other keywords. Originality/value: This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.