Generational differences have become an increasingly important topic in education research as digital transformation and technology-enhanced learning environments reshape student experiences. Millennials, Generation Z, and the emerging Generation Alpha exhibit distinct technological familiarity, learning preferences, and communication patterns that may influence learning performance and educational outcomes. Despite the growing body of literature on generational learning differences, the overall intellectual structure and global development of this research domain remain insufficiently understood. This study aims to map the intellectual landscape and global research trends on generational differences in learning performance within digital and technology-enhanced educational environments. A bibliometric analysis was conducted using data from the Scopus database, yielding 1,007 documents from 754 sources published between 2010 and 2025. The study integrates descriptive bibliometric indicators with scientific mapping techniques, including thematic mapping, Multiple Correspondence Analysis, and keyword co-occurrence network analysis. The findings reveal a strong upward trend in publication output, indicating rapidly increasing scholarly interest in generational learning dynamics. The results also demonstrate the field’s interdisciplinary nature, with significant contributions from the social sciences, computer science, business, engineering, and health-related disciplines. Emerging research themes highlight the growing importance of digital learning environments, artificial intelligence, and technology-mediated education in shaping generational learning experiences. This study contributes to understanding generational learning in contemporary digital education environments and identifies key thematic directions that may inform future research, including the development of more immersive, technology-driven learning systems.