<p>Conceptual Modeling (CM) is a fundamental activity and discipline for many fields, including information systems, business engineering, and the natural sciences. Consequently, systematized and well-researched CM education is crucial for maintaining and developing CM as a research field and practice. Currently, CM as a discipline and, particularly, educational methods for teaching CM are fragmented. The present work presents a bibliometrical literature review filtering over 29,000 documents and obtaining 1064 publications associated with 24 (conceptual) modeling subtypes. Supplemented with applying semi-automatic content analysis, the study arrives at results providing a comprehensive overview of the field of CM education: prevalent CM subtypes, research methods and contexts, learning theories in CM education, as well as pertinent conceptual, intellectual, and social structures. The findings show conceptual, theoretical, and methodological research gaps, pointing to the potential for cross-CM subtype education. Existing intellectual and social structures focusing on a sole CM subtype neglect the potential benefits of considering education in tangential CM subtypes, as evident in the conceptual structure. Future research can draw upon the identified gaps, opening fruitful research directions for advancing the CM education field.</p>