Jul 2026· International Journal of Multidisciplinary Applied Business and Education Research· Vol 7, pp. 3175-3179· 0 citations
TL;DR
The findings indicate that integrating moral reasoning in IT education is an emerging and developing discipline that is relevant in equipping students with ethical consciousness, critical thinking, and professional accountability in a technological society.
Abstract
This paper is a bibliometric review of literature on integrating moral reasoning in information Technology (IT) education that aims to explore its publication situation, significant sources, research topic, temporal trends, and gaps in the literature. Through bibliometric techniques, the research reviewed 334 articles published in 179 sources in 1983-2025 from Scopus database. The results indicate that the sector has shown progressive growth with a rate of 4.63 per year and on average the documents are 7.37 years of age. The literature is highly conference-oriented as the majority of publications are through conference papers, which shows the rapid and practice-driven nature of knowledge dissemination. Most of the publication come from ASEE, FIE, ITICSE, ACM conference proceedings, and SIGCSE-related journals, which means that the discipline is largely influenced by engineering and computing education communities. Term-frequency output reveals that the most common terms are students, ethics, curriculum, computing education, and computer science education, indicating that the area is main concern with the incorporation of ethical knowledge and reasoning into formal education of technology. Themes that develop based on artificial intelligence, machine learning and AI ethics also show how the field reacts to modern technological trends. Some of gaps in the analysis are low international collaboration and inadequacy of research on effective pedagogical strategies to teach ethics. Overall, the findings indicate that integrating moral reasoning in IT education is an emerging and developing discipline that is relevant in equipping students with ethical consciousness, critical thinking, and professional accountability in a technological society.
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
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
Background and Purpose: This bibliometric analysis study provides a detailed analysis of the landscape of research on technology-mediated English language skills teaching and learning over the past decade. The goal is to shed light on the most popular subjects, prolific authors, publications, and countries involved. By examining 209 documents retrieved from the Scopus database from 2014-2023, this study aims to reveal significant trends and insights into the evolution of technology-mediated teaching and learning processes.
Methodology: The study utilises bibliometric analysis, with data collection conducted following the PRISMA guidelines. It employed tools such as VOSviewer, Excel, and Tableau. The research involves quantitative metrics to graphically represent publication trends, country contributions and collaborations, prolific authors, and recurring research themes.
Findings: The analysis shows a significant rise in technology-mediated English language teaching publications since 2021, led by the United States, China, and Malaysia. Key topics include e-learning, communication skills, computer-assisted teaching, pandemic's impact, speech recognition, and teaching, highlighting central themes and collaborative networks.
Contributions: It highlights critical trends and areas of focus in technology-mediated English language education. It underscores the importance of prioritising research on technological media in language education and suggests future research directions to enhance English language proficiency, particularly speaking skills.
Keywords: Bibliometric analysis, technology mediated in teaching and learning, English-speaking skills.
Cite as: Khofifah, I., & Yahya, N. (2026). A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis. Journal of Nusantara Studies, 11(2), 477-491. http://dx.doi.org/10.24200/jonus.vol11iss2pp477-491
Iif Khofifah, Nurhidayah Yahya· Journal of Nusantara Studies...· 0 citations
Research on DCE-CDC has grown significantly in recent years, with digital citizenship and rights forming the core body of knowledge, however, the research landscape remains dominated by attitude-oriented themes, while pedagogical dimensions, particularly learning models and assessments, still receive insufficient attention.
Kokom Komalasari, Sri Untari, Junaidi Indrawadi et al.· F1000Research· 0 citations
Education in the field of art management has changed significantly due to globalization, digitalization, and sustainability issues. Nevertheless, little is known about how the content of education at universities has changed in relation to this issue. In the present study, a bibliometric review is conducted based on 264 articles on art management curriculum development indexed in the Scopus database for the period from 2003 to 2024. VOS viewer software and Bibliometrix R package are used to identify trends in publications, co-authorship networks, keywords co-occurrences, countries' and authors' contributions, and themes. The findings show a movement from conventional arts administration issues to broader discussions on cultural entrepreneurship, international cooperation, digitality, sustainability, and social responsibility. In conclusion, future directions for incorporating knowledge about technology, ethics, inclusivity, sustainability, and international cooperation into curriculum development for art management are discussed.
Jing-Jing Wang, Yusen Zou, Hao-Wei Guo et al.· Critical Humanistic Social T...· 0 citations
