Aug 2026· Contemporary Educational Technology· 0 citations· 77 references
Abstract
This study presents a systematic and scientific mapping of multimodal communication research conducted in higher education, examining the field’s thematic trends, intellectual structure, and future directions through combined bibliometric and content-based analysis, drawing on 63 peer-reviewed journal articles retrieved from Web of Science and Scopus published between 2016 and 2026. The selection process followed preferred reporting items for systematic reviews and meta-analyses guidelines, with studies screened against two eligibility criteria: situatedness in higher education and multimodal communication as a primary analytical focus. Frequency analysis was applied to annual publication trends, research methods, author keywords, journal distribution, and abstract vocabulary, while thematic classification organized the corpus into six clusters. Findings indicate a marked acceleration in publication output from 2022 onwards, with the period 2022-2025 accounting for 66.7% of all studies. Quantitative approaches constitute the largest methodological category (30.2%), followed by conceptual and theoretical works (28.6%) and qualitative studies (22.2%). Six thematic clusters were identified: language teaching and multimodal resources (38.1%), multimodal literacy and competence (20.6%), technology-enhanced multimodal learning (14.3%), classroom interaction and multimodal communication (14.3%), institutional and organizational communication (6.3%), and theoretical and methodological frameworks (6.3%). Abstract word analysis reveals a lexical shift from literacy- and theory-oriented vocabulary in the early period towards digital, interaction, and technology-centered terminology after 2021. Co-authorship analysis identifies a moderately collaborative field with an average of 2.78 authors per study. The future direction analysis revealed 34 research priorities under six thematic clusters, with theoretical/methodological development, multimodal assessment in higher education, and technology-enhanced learning being highlighted as the most prominent areas for future research. The findings collectively suggest that the field is transitioning from theoretical consolidation towards applied, empirically driven, and technology-informed inquiry, with institutional communication and artificial intelligence-mediated multimodal learning emerging as underexplored directions for future research.
This study examines research trends and emerging themes in Education 5.0 through a bibliometric and thematic document analysis. The data were collected from the Web of Science (WoS) Core Collection database using a structured search strategy within the SSCI and ESCI indexes. The search was limited to English-language articles published between 2016 and March 2026. Following the screening process, 57 articles directly related to the educational context were included in the analysis. Bibliometric analyses were conducted using VOSviewer to examine keyword clusters, country collaboration, temporal publication trends, research areas, and cited publications. In addition, the abstracts of the selected studies were analyzed to identify the most frequently occurring abstract terms and the emerging themes reflected in the abstracts. The findings suggest that Education 5.0 is a relatively new and emerging field that has shown a visible increase in publication activity after 2023. The literature reflects a multidisciplinary structure situated at the intersection of education, computer science, engineering, and sustainability-related perspectives, while international collaboration remains limited and fragmented. The thematic analysis revealed six major themes: transformation of education, technology integration, competency and skills development, implementation challenges, sustainability, and institutional transformation. Overall, the study provides a systematic overview of the intellectual structure and thematic directions of Education 5.0 research and offers implications for future research in the field.
Sevim Aşiroğlu· European Journal of Educatio...· 0 citations
Character education has become a strategic issue in global education because of its role in shaping learners with integrity, social responsibility, and civic awareness. Responding to reviewer concerns about methodological transparency, this revised study explicitly combines bibliometric mapping with a content-based systematic synthesis. Data were retrieved from Scopus on February 5, 2026, but the analytical window was restricted to complete publication years from January 2016 to December 2025. A refined bibliometric corpus of 589 English-language journal articles was analyzed, and 512 articles were retained for content-oriented synthesis after eligibility screening. The procedure was organized through a PRISMA-informed flow, explicit inclusion and exclusion criteria, metadata quality checking, and independent relevance screening. VOSviewer was used to map publication trends, author productivity, institutional and country contributions, and keyword co-occurrence, overlay, and density patterns. The findings show a generally increasing publication trend, with character education and civic education occupying central positions in the intellectual structure of the field. Content synthesis identifies four substantive directions: virtue ethics and moral formation, democratic civic education, contextual/local wisdom-based character education, and practice-oriented innovations such as project-based learning, empathy, action civics, and digital literacy. The study contributes by clarifying both the quantitative structure and substantive development of character education research while acknowledging the limitations of Scopus-only, English-language, and bibliometric evidence.
Purpose – Mathematical reasoning has become a central focus of mathematics education research; however, existing evidence remains fragmented across cognitive, pedagogical, affective, and representational perspectives. Previous reviews have rarely integrated bibliometric mapping with systematic evidence synthesis to explain the intellectual development of this field. This study aims to examine the intellectual structure, thematic evolution, and emerging research frontiers of mathematical reasoning in cognitive processes.
Methodology – This study employed a mixed-review design integrating bibliometric analysis and a Systematic Literature Review (SLR). Bibliographic data were retrieved from the Scopus database and selected using the PRISMA 2020 framework, resulting in 334 eligible journal articles. Bibliometric mapping was conducted using VOSviewer to analyse publication trends, country productivity, author collaboration, keyword co-occurrence, and density visualization, while qualitative synthesis was used to interpret thematic development and identify research gaps.
Findings – The results reveal three major findings. First, scientific production has increased markedly since 2018, reflecting growing international interest in mathematical reasoning within cognitive processes. Second, mathematical reasoning functions as the intellectual hub linking cognitive, pedagogical, linguistic, semiotic, and affective perspectives. Third, affective constructs, particularly motivation and self-efficacy, remain underrepresented, highlighting important opportunities for future interdisciplinary research.
Novelty – This study provides the first integrated synthesis combining bibliometric analysis and PRISMA-guided SLR to map the intellectual structure, thematic evolution, and research frontiers of mathematical reasoning in cognitive processes.
Significance – The findings offer an evidence-based foundation for researchers, curriculum developers, and mathematics educators to develop more comprehensive theoretical models and interdisciplinary research agendas that integrate cognitive, affective, and instructional dimensions of mathematical reasoning.
Miratus Sholikha, Arif Abdul Haqq, Nasir Umar· Indonesian Journal of Teachi...· 0 citations
Task-Based Language Teaching (TBLT) has become a central pedagogical approach in second and foreign language education, emphasizing meaningful communication and learner-centered instruction. Despite the growing body of research, a comprehensive and systematically structured synthesis of its intellectual development remains limited, particularly in terms of quantitative mapping of global research trends. This study aims to systematically review and bibliometrically analyze Scopus-indexed publications on TBLT published between 2000 and December 2025 to map publication trends, thematic evolution, geographical distribution, and influential authors in the field. A Systematic Literature Review was integrated with bibliometric analysis to ensure methodological rigor and analytical depth. Data were retrieved from the Scopus database using the keyword “Task-Based Language Teaching” applied to titles, abstracts, and keywords. Descriptive and trend analyses were conducted using RStudio, while VOSviewer was employed to visualize keyword co-occurrence, thematic clusters, and author collaboration networks. The results indicate a steady growth in TBLT publications, particularly since the mid-2010s, reflecting the maturation and global expansion of the field. Thematic evolution analysis reveals a shift from early concerns with form-focused instruction toward broader pedagogical, contextual, and technology-mediated approaches. Keyword co-occurrence mapping demonstrates strong conceptual coherence alongside increasing thematic diversification. The geographical distribution highlights substantial contributions from both English-speaking and EFL contexts, although disparities in research visibility remain evident. Influential author analysis confirms the sustained impact of foundational scholars alongside the emergence of new research communities. Overall, this study provides a comprehensive and data-driven overview of the intellectual landscape of TBLT research and offers strategic insights for future investigations in task-based and technology-enhanced language pedagogy.
S. Azizah, S. Setiawan, Him’mawan Adi Nugroho et al.· Multidisciplinary Reviews· 0 citations
Although digital ethics has become increasingly important in education, systematic evidence on its global research structure and thematic development remains limited. This study aims to map global research on digital ethics in education from 2015 to 2025 using bibliometric analysis and science mapping techniques. Data were retrieved from Scopus, yielding 782 documents published in 466 sources and involving 3,993 authors. The analysis was conducted using Bibliometrix and VOSviewer to examine publication trends, citation impact, collaboration networks, keyword co-occurrence, co-citation patterns, thematic mapping, and thematic evolution. The findings reveal rapid growth in publication output and interdisciplinary collaboration, indicating the expanding scholarly relevance of digital ethics in educational research. Core keywords, including ethics, education, higher education, and female, form the intellectual backbone of the field. Network, overlay, and density visualizations show a thematic shift from methodological and COVID-19-related topics toward emerging issues such as digital literacy, AI literacy, generative AI, academic integrity, equity, and curricula. High research density remains concentrated around ethics and education, whereas AI-related themes are still comparatively underexplored. These findings highlight opportunities for future research on ethical AI literacy, AI governance, and responsible AI integration in educational curricula. This study contributes a comprehensive knowledge map by identifying leading actors, thematic domains, and research gaps, offering practical guidance for scholars, policymakers, and practitioners seeking to promote ethical, equitable, and accountable digital transformation in education.
Farid Fauzi· International Journal of Hum...· 0 citations
This study examines research themes and publication patterns of metaverse-related studies in education through a bibliometric analysis of Scopus-indexed publications from 2020 to 2025, showing a marked rise in metaverse-in-education research, particularly from 2023 onwards.
Kanagarajan Subramaniam, Mohd Fadzil Abdul Hanid, Sharifah Maryam Syed Azman et al.· Multimedia tools and applica...· 0 citations