Jul 2026· Frontiers in Education· 0 citations· 62 references
Abstract
In recent decades, basic education has become a central priority within global public policy frameworks, particularly in relation to quality, equity, educational reform, governance, and sustainable development. This study analyzes how global educational policies have shaped scientific research agendas in basic education.
A bibliometric analysis was conducted using 370 peer-reviewed articles indexed in Scopus and Web of Science between 2000 and 2025. Bibliometric procedures were implemented using R and VOSviewer to examine scientific production trends, citation patterns, leading publication sources, country collaboration networks, and keyword co-occurrence structures. An interpretive analysis was also applied to identify the main research agendas associated with global educational policy frameworks.
The findings show a marked increase in scientific production after 2015, with a strong concentration of publications between 2021 and 2025. The United States and the United Kingdom emerged as the leading contributors and central actors in international collaboration networks. The intellectual structure of the field is organized around key themes such as education policy, educational reform, curriculum, governance, accountability, equity, educational development, and Sustainable Development Goal 4. The results also reveal that research on basic education is strongly influenced by international policy priorities and global education governance frameworks.
The study demonstrates that scientific production on basic education is not only expanding but is also closely aligned with global public policy agendas. The dominance of Global North countries in publication and collaboration networks highlights persistent geographical asymmetries in knowledge production. These findings underscore the need to promote greater geographical diversity, contextual sensitivity, and inclusion of Global South perspectives in future research on educational policy and basic education.
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: Internationalization of higher education has become a key strategy for improving the quality, competitiveness, and global visibility of higher education institutions. In Southeast Asia, Malaysia and Indonesia have increasingly adopted internationalisation initiatives, generating growing scholarly interest in the field. However, limited studies have systematically examined the development and intellectual structure of this research area. This study provides a bibliometric analysis of research trends on higher education internationalization in Malaysia and Indonesia between 2010 and 2024, with emphasis on implications for staff roles and sustainable institutional development.
Methodology: The study employed a bibliometric approach using 91 publications retrieved from the Web of Science Core Collection after a systematic screening process. Data were analysed with Biblioshiny in RStudio to examine annual scientific production, research themes, author productivity, country contributions, citation patterns, and collaboration networks. The analysis also identified the most influential documents and countries shaping the field.
Findings: The results reveal a steady increase in research output and a growing diversity of themes, including international student mobility, institutional strategies, policy reforms, and cross-border collaboration. Citation patterns show that scholarly influence remains concentrated among a limited number of countries and authors. Malaysia demonstrates strong research productivity, while Indonesia shows increasing scholarly engagement and collaboration opportunities. The findings further highlight the expanding role of higher education staff in advancing internationalization and supporting sustainable institutional development.
Contributions: This study offers a comprehensive overview of internationalization research in Malaysia and Indonesia. The findings provide useful insights for researchers, policymakers, and university leaders by identifying emerging research directions, strengthening collaborative efforts, and supporting evidence-based approaches to sustainable internationalization.
Keywords: Bibliometric analysis, internationalization of higher education, Malaysia, Indonesia, staff roles, institutional development.
Cite as: Ismail, I. R., Mulyana, D., Muhammad Umar, M., Lusiana, E., & Mat, N. H. (2026). Bibliometric analysis of research trends on internationalization of higher education in Malaysia and Indonesia: Implications for staff roles and sustainable institutional development (2010–2024). Journal of Nusantara Studies, 11(2), 189-208. http://dx.doi.org/10.24200/jonus.vol11iss2pp189-208
I. Ismail, Musa Muhammad umar, Deddy Mulyana et al.· Journal of Nusantara Studies...· 0 citations
The study aims to identify thematic lines for a research journal in Higher Education. Methodologically, a qualitative–analytical documentary study was conducted, combining bibliometric analysis, thematic analysis, and comparison with international normative frameworks. The corpus consisted of 20 Q1 journals in the field of Education (Scimago Journal Rank). Based on the analysis of keywords, subject areas, and editorial scopes, dominant conceptual cores in current research were identified. The results were subsequently interpreted through expert judgment, aligned with UNESCO’s ISCED-F and the Sustainable Development Goals (SDGs), and externally validated by ten international specialists. As a result, eleven main thematic lines were identified that structure contemporary research in higher education, including: university quality and governance, curriculum design, competency-based education, learning assessment, faculty development, educational innovation and technologies, student experience and well-being, inclusion and equity, internationalization, social engagement, and academic integrity. The study concludes that the delimitation of thematic lines based on bibliometric evidence and expert validation constitutes a robust and replicable editorial strategy that strengthens the scientific identity of journals, improves their international positioning, and strategically guides research agendas in Higher Education.
P. Rojas, E. Cruz, Cindy Giselle Díaz Contino· Journal of Education Method...· 0 citations
ABSTRACT Teacher education policies have undergone revolutionary changes in response to rapid global transformations in recent years. The present study examined the integration of sustainable development into teacher education using bibliometric indicators. Using VOSviewer, we analysed around 1,300 academic journals to capture research trends and knowledge structures. The findings show that Teacher Education for Sustainable Development (TESD) research has expanded across several interconnected areas, with a large share of publications and citations associated with the United States, Spain, and Australia. The keyword and citation patterns suggest that the field is not organised around one single focus. Rather, it brings together several recurring concerns, including teacher competencies, curriculum implementation, policy and institutional support, interdisciplinary learning, global citizenship, and social justice. These patterns indicate that TESD has moved beyond environmental education alone and is increasingly discussed as part of teachers’ professional learning, curriculum design, and broader educational reform. However, the findings also suggest that TESD remains unevenly developed across contexts. More research is needed to examine how teacher education programmes translate education for sustainable development commitments into concrete courses, pedagogies, and assessment practices, particularly in relation to human well-being, equality, and local cultural contexts.
Yunjung Ku, Chuan‐Chung Hsieh· Asia-Pacific Journal of Teac...· 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
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