Jul 2026· Jurnal Pendidikan Sains Indonesia· 0 citations
TL;DR
The results indicate that digital learning in science education has evolved into an increasingly mature, collaborative, and technology-oriented research field, emphasizing the use of digital technologies to enhance the quality of instruction and students' learning experiences.
Abstract
Digital learning has become one of the rapidly growing research areas in science education. However, the knowledge structure, patterns of scientific collaboration, and thematic development of research in this field have not yet been comprehensively mapped. This study aims to identify publication trends, collaboration networks, influential contributors, and the thematic structure of research on digital learning in science education. Data were collected from the Scopus database using predefined search criteria, resulting in 523 journal articles published between 1999 and 2025. Bibliometric performance analysis and science mapping were conducted using Bibliometrix (R-package) and VOSviewer. The results indicate that publications on digital learning in science education have grown significantly, particularly after 2020, accompanied by an increase in international research collaboration. The analysis also identified the countries, institutions, authors, and journals that have played significant roles in the development of this field. Furthermore, keyword analysis revealed that e-learning, students, and science education constitute the core research themes, while temporal analysis demonstrated a shift in research focus from web-based learning and distance education toward more interactive learning technologies, such as educational technology, augmented reality, and virtual reality. These findings indicate that digital learning in science education has evolved into an increasingly mature, collaborative, and technology-oriented research field, emphasizing the use of digital technologies to enhance the quality of instruction and students' learning experiences
Introduction: Social studies education for students with special needs has become an increasingly important field of research as inclusive education advances. However, the temporal development of scientific production, prominent actors, and collaboration structures in this field have not been investigated comprehensively. This study aims to reveal the structural and trend-related characteristics of the field by analyzing the bibliometric properties of research published in this domain.Method: This study was a review based on bibliometric analysis. Publications indexed in the Web of Science (WoS) Core Collection and published between 2000 and 2024 were included in the analysis. The literature search was conducted on March 19, 2025. Bibliometric analyses were carried out using the Bibliometrix package and VOSviewer software. Publication and citation trends, as well as country, institution, and author productivity and collaboration networks, were examined.Findings: The findings indicate a significant increase in publications over the past decade and reveal that scientific output is concentrated within a relatively small set of countries, institutions, and authors. Collaboration networks among authors and countries display a structure organized around central cores.Discussion: The results suggest that knowledge production in the field has not yet reached a fully integrated structure. Increasing international and interdisciplinary collaboration, encouraging research conducted across diverse educational contexts, and diversifying studies focused on inclusive social studies education are identified as key strategies to enhance the field’s scientific visibility and impact.
Hasan Bozkaya· Ankara Universitesi Egitim B...· 0 citations
The quick progress of digital technologies has significantly changed education processes and increased the necessity for teachers to have enough digital skills. Teacher digital competence has become one of the important issues to be researched with an emphasis put on digital technologies integration into the process of teaching, assessment, professional development, and learning. This study is devoted to analyzing the global trends in researches, intellectual structure, major contributions, and new research directions concerning the issue of teacher digital competence through the bibliometric analysis method. The data were collected in the Scopus database with the use of appropriate keywords linked to teacher digital competence, digital literacy, digital skills, and educational technologies. The publications were analyzed by means of bibliometric methods like performance analysis, citation analysis, keyword co-occurrence analysis, density visualization, thematic evolution, and collaboration networks analysis with the use of VOSviewer. The results prove a significant trend of the increasing interest to the problem of teacher digital competence, especially since the beginning of the COVID-19 pandemic when more and more online and technology-enhanced learning became common. It is possible to state that the major research themes include digital competence, digital literacy, teacher training, e-learning, digital transformation, and technology integration. Citation analysis highlights influential studies focusing on digital competence frameworks, teacher readiness, and digital transformation in education, while collaboration analysis identifies Spain and several European countries as major contributors to global knowledge development. Recent trends indicate a growing research interest in artificial intelligence, digital tools, and innovative learning systems. This study contributes to the existing literature by mapping the evolution of teacher digital competence research and identifying future research directions related to sustainable digital education, AI-supported teaching, and equitable access to digital learning environments.
L. Judijanto· West Science Social and Huma...· 0 citations
This study presents one of the first scientometric reviews of technological pedagogical content knowledge (TPACK) in science education. The review highlights how teachers’ digital pedagogical knowledge has been conceptualised and evolved to support learner-content, learner-teacher, and learner-technology interaction in science education. The analysis drew on 564 bibliographic records from the Web of Science from 2014 to 2024. Quantitative methods were applied to capture publication growth, citation impact, contributions from countries, institutions, journals and authors, and thematic development. Data analysis included network analysis, polynomial regression, least squares trend analysis, and Chi-square tests. Bradford’s and Lotka’s laws were applied to assess journal and author productivity. Science mapping tools supported visualization, including VOSviewer, Biblioshiny, and the Bibliometrix R package. Advanced statistical analyses were performed using the statistical package for the social sciences. The results show accelerated growth in TPACK publications after 2018, with output peaking between 2020 and 2022 as pandemic-driven demands increased the use of educational technologies. China, the United States, and Turkey emerged as the leading contributors, while Nanyang Technological University and the Chinese University of Hong Kong dominated institutional output. Chai Ching Sing was found to be the most prolific author. Author productivity revealed that TPACK scholarship in science education is dominated by one-time contributors supported by a small core of active scholars. Thematic evolution reveals a shift from knowledge integration toward teacher education and professional development, with recent expansion into mathematics and science education.
Brian Shambare· Contemporary Educational Tec...· 0 citations
This study presents a bibliometric analysis of research on the integration of adaptive learning and learning analytics in education from 2004 to 2025, based on 1,850 publications. Using publication and citation analysis, collaboration networks, keyword co-occurrence, and thematic evolution analysis, the study examines the development of this research area, its main contributors, research themes, and patterns of growth. The findings show a steady increase in publications and citation impact, reflecting growing interest in data-driven approaches and the increasing use of artificial intelligence in education. However, the high proportion of conference papers and the relatively small number of review studies suggest that this area is still developing, with rapid growth occurring faster than the development of a more structured knowledge base. Citation and authorship analysis indicates that research influence is concentrated among a relatively small group of active authors and institutions, while collaboration patterns highlight the strong role of the United States alongside increasing but uneven international participation. Thematic evolution analysis shows a shift from early research on intelligent tutoring systems and student modelling to more data-focused and learner-centred approaches, including learning analytics, machine learning, and Bayesian modelling, with growing attention in recent studies to multimodal learning analytics and explainable artificial intelligence. Overall, adaptive learning and learning analytics form an increasingly connected and interdisciplinary research area in education, although knowledge production remains concentrated in specific regions and research groups, indicating the need for broader collaboration and further theoretical development.
Nurkaliza Khalid, N. F. Ab Rahman, Rafiza Kasbun· e-Jurnal Penyelidikan dan In...· 0 citations
Research on Contextual Teaching and Learning (CTL) in elementary mathematics education has expanded substantially over the past decade, yet no bibliometric study has systematically mapped its intellectual structure, growth pattern, or geographic distribution. This study addresses that gap through a bibliometric performance analysis of 55 Scopus-indexed documents published between 2009 and 2026, guided by three research questions on publication trends, geographic contributions, and source characteristics. Data were retrieved from the Scopus database on May 2, 2026, and analyzed using the Scopus Analyze Search Results feature and Microsoft Excel. Results reveal that annual output grew from one document in 2009 to a peak of 11 in 2020 (20.0% of total), declined to two in 2022 amid COVID-19 disruptions, and resurged to 10 in 2025, the second highest on record. Geographically, Indonesia accounts for 85.5% of publications (n = 47), followed by Malaysia (5.5%; n = 3), while contributions from Western countries and other regions remain negligible. Publication sources are dominated by conference proceedings: the Journal of Physics: Conference Series (36.4%) and AIP Conference Proceedings (20.0%) together account for 56.4% of all documents. These findings highlight the need for broader international collaboration, stronger journal-based dissemination, and expanded use of advanced bibliometric tools.
Research on mathematics learning interest in primary education has grown rapidly over the past two decades, yet no bibliometric study has systematically mapped its intellectual structure and thematic evolution. This study aimed to map the research landscape of mathematics learning interest in primary education by identifying publication trends, research productivity, and dominant research themes. A bibliometric analysis was conducted on 92 articles indexed in Scopus from 1982 to 2025 using Bibliometrix and VOSviewer. Findings reveal an annual growth rate of 6.66% with a significant surge after 2018, with China, the United States, and Turkey dominating research output. Nine thematic clusters were identified, with dominant themes including mathematics achievement and anxiety, motivation and learning interest, and self-concept and self-efficacy. The fragmented co-authorship network indicates limited international collaboration in this field. These findings provide a comprehensive intellectual map for researchers and education practitioners to identify research gaps and build a more structured collaborative agenda for future inquiry.
Research on mathematics learning interest in primary education has grown rapidly over the past two decades, yet no bibliometric study has systematically mapped its intellectual structure and thematic evolution. This study aimed to map the research landscape of mathematics learning interest in primary education by identifying publication trends, research productivity, and dominant research themes. A bibliometric analysis was conducted on 92 articles indexed in Scopus from 1982 to 2025 using Bibliometrix and VOSviewer. Findings reveal an annual growth rate of 6.66% with a significant surge after 2018, with China, the United States, and Turkey dominating research output. Nine thematic clusters were identified, with dominant themes including mathematics achievement and anxiety, motivation and learning interest, and self-concept and self-efficacy. The fragmented co-authorship network indicates limited international collaboration in this field. These findings provide a comprehensive intellectual map for researchers and education practitioners to identify research gaps and build a more structured collaborative agenda for future inquiry.
Aprina S. P. Hutagalung, Lutfi Nur, G. Hamdu· Jurnal Pembelajaran Bimbinga...· 0 citations