Ibero-American research into Educational Technology as a vehicle for official recontextualisation (2019–2025). A quantitative study of three Spanish journals
This study presents a multidimensional bibliometric and thematic analysis of L2 vocabulary learning research in higher education from 1992 to 2025. Leveraging a two-database framework that integrates data from Scopus and the Web of Science Core Collection, the paper applies Hallinger and Kovačević’s Four-Dimensional Bibliometric Framework to analyze the evolution, intellectual landscape, and methodological trends of the field. 557 peer-reviewed journal articles were quantitatively mapped, and thematic clusters were identified using Bibliometrix (R) and VOSviewer. The findings reveal three stages of scholarly development, diversification of institutions and regions involved, and varying methodological orientations between databases. Seven thematic clusters emerged, including technology-enhanced vocabulary instruction, modeling vocabulary knowledge, and incidental acquisition processes. In addition to validating dominant research paradigms, the paper places special focus on emerging and yet-to-be-explored domains such as informal digital learning, psychological network analysis, and vocabulary pedagogy for equity. A comparison of Scopus and WoS suggests a need for dual-source indexing to justify large-scale bibliometric synthesis. The study concludes by proposing an agenda for future research that is inclusive in methodology, theory-driven, and context-sensitive in its responsiveness to global language learning dynamics.
A meta-aggregative systematic review of 60 peer-reviewed studies published between 2001 and 2025 reveals the predominance of instrumental and technocratic orientations in the adoption of DR, characterised by limited pedagogical grounding and the increasing reduction of teaching agency to performance indicators, data-driven processes, and algorithmic governance.
Fabián-David Güiza-Pinzón, Jorge Andrés Sarmiento Rojas, Pablo Alexander Munévar García· Research in Learning Technol...· 0 citations
Background Transformative learning explains changes in pre-service teachers’ frames of reference, yet previous mapping studies have examined the theory broadly, within higher education, or in specific domains such as sustainability. This study maps the development, contributors, intellectual and conceptual structures, and thematic evolution of transformative learning research in pre-service teacher education. Methods Data were retrieved from Scopus on 29 July 2026 without restrictions on publication year or language. The search identified 237 documents; after excluding non-article records and ineligible articles, 112 journal articles were analysed. Performance analysis used Bibliometrix/Biblioshiny, while keyword co-occurrence and author co-citation networks were constructed with VOSviewer. Author, institution, country, and keyword metadata were normalised before analysis. Results The corpus comprised 112 articles published between 2001 and 2026 across 74 sources and authored by 246 researchers. Annual growth reached 8.67%, while international collaboration accounted for 13.39% of articles. The Journal of Transformative Education was the most productive source; Katrina Liu had the highest citation impact; and Queensland University of Technology was the most productive institution. The conceptual structure centred on transformative learning, teacher education, pre-service teachers, and critical reflection. Mezirow continued to dominate the intellectual structure, while recent themes shifted towards culturally responsive pedagogy, sustainability, online learning, assessment, and pedagogical competence. Data for 2026 include only publications indexed up to 29 July. Conclusions The field has grown more consistently since 2020, although productivity and collaboration remain dispersed. Mezirow’s theoretical foundation persists, while its application in pre-service teacher education increasingly connects professional identity, field experiences, diversity, and sustainability. Longitudinal, comparative, and non-Western studies are needed to determine whether perspective changes endure in teaching practice.
Haris Firmansyah, Wawan Darmawan, N. Suryana et al.· F1000Research· 0 citations
English-medium instruction (EMI) has expanded rapidly as part of the internationalization of higher education, yet its effectiveness depends on sustained language support and classroom practices that enable meaningful academic participation. This study maps the research landscape of EMI and synthesizes the role of English subject as an EMI support ecosystem through three domains: EAP or academic language, academic literacy, and classroom discourse. Bibliographic data were retrieved from Scopus using the query TITLE-ABS-KEY (English-medium instruction for English subject), with limits on publication year, subject area (ARTS), document type (article), and language (English). The final dataset comprised 139 articles indexed in Scopus for 2015-2025. The analysis combined descriptive bibliometric indicators, citation-oriented reading, normalized author-keyword frequency, and keyword co-occurrence mapping using VOSviewer (density, network, and overlay visualizations). The results show sharp publication growth after 2021, peaking in 2025, with International Journal of Bilingual Education and Bilingualism and System as the leading publication venues. EMI appears as the central thematic node, while translanguaging emerges as a major and relatively recent hotspot. Related terms such as assessment, vocabulary, English proficiency, and classroom interaction indicate that pedagogical support is integral to EMI research. The synthesis suggests that English subject can function as a strategic support infrastructure by strengthening academic language, genre-based academic literacy, and interactional competence while accommodating multilingual scaffolding. These findings offer a bibliometric basis for designing more effective and equitable EMI support.
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
This study employs bibliometric methods to provide a comprehensive overview of the intellectual structure, knowledge production dynamics, and conceptual evolution of authentic learning literature. This research analyzes 3,663 documents retrieved from the Web of Science, Scopus, Lens, and PubMed databases covering the period from 1984 to 2025 to map the development of the field using RStudio and the Bibliometrix package. The findings show a quantitative increase in publication output, particularly after 2020, coinciding with global crises and the accelerating digitalization of education. Geographical and institutional distribution analyses revealed the dominance of academic production from Australia in the literature, led by institutions such as Queensland University of Technology. Trend analysis points to a structural shift in research focus within the field: Initially clustered around theoretical frameworks such as “constructivism” and “situated learning,” the literature now reflects a shift toward technological and ethical dimensions represented by keywords such as “artificial intelligence,” “ChatGPT,” “virtual reality,” and “academic integrity.” Furthermore, keyword co-occurrence network analysis shows that the concept of “authentic assessment” has become central to the network structure, frequently co-occurring with “authentic learning,” and is positioned as one of the core research clusters. In conclusion, this research documents that authentic learning is conceptualized in literature not merely as a pedagogical approach, but as a multidimensional educational ecosystem positioned at the intersection of advanced technology, ethics, and assessment.
