Jul 2026· International Journal of Educational Research and Reviews· 0 citations· 1 references
Abstract
The aim of this research is to examine the studies on professional development of teachers using bibliometric analysis method. Within the scope of the study, a total of 2961 articles published in 835 journals indexed by SSCI, SCI-Expanded and AHCI in the Web of Science (WoS) database were analyzed. In the research, Teaching and Teacher Education, Professional Development in Education, Computers & Education and Teacher Development journals were determined to be the journals with the highest link strength. The five researchers with the highest connection strength are T.Seida, A. Groeschner, M. Koahler, V.D. It was determined that they were Opfer and D. Pedder. The USA and USA universities are the countries and universities with the highest citation and connection power. It was determined that 707 collaboration networks were identified in 18 clusters for inter-institutional collaboration. It was determined that the authors in the blue and green color cluster were the most cited authors because they had masterpieces on professional development. In the co-word analysis, the words sustainability, elementary education, secondary education, teaching, learning strategies, 21st century abilities, improving classroom teaching, related to the word teacher professional development, are the most frequently used co-words.
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 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.
Ester Elinawati Waruwu, M. Nurjayadi, S. Muhab et al.· Jurnal Pendidikan Sains Indo...· 0 citations
There is a substantial increase in publication output between 2019 and 2025, reaching its highest level in 2025, and keyword and thematic analyses revealed the continued prominence of “Educational Technology”, “Digital Learning”, and “Higher Education”.
Rahayu Nurfadilla, Zafrullah, Muhammad Al Ikhsandi Palysa Putra et al.· Jurnal Penelitian Pendidikan...· 0 citations
The aim of the article is to determine the categories of digital resources that are actually represented in the scholarly literature on the professional development of academic staff, and to substantiate a preliminary functional matrix that links these categories to the tasks they serve within the development cycle. The study combines a bibliometric survey of the Google Scholar database with a qualitative content analysis of a purposively assembled corpus of 22 Ukrainian- and English-language sources, each unit of which was coded by language, year of publication, document type, thematic cluster, category of digital resource and declared function. The bibliometric survey returned 22,900 Ukrainian-language results for the query 'professional development of pedagogues', 11,500 for 'use of digital resources in professional development' and 1,160 for the combined query, as against 5,330,000, 7,140,000 and 2,530,000 respectively for the equivalent English-language queries. The narrowly focused query accounts for 47.5 per cent of the broad topic in the English-language segment but for only 5.1 per cent in the Ukrainian-language one, a ninefold difference in the degree to which the specific problem has been elaborated. Content analysis of the corpus distinguished six thematic clusters, the largest of which are digital competence frameworks and digital resources considered within the theory of professional development, and identified twelve categories of digital resources that serve four functions: knowledge acquisition, research visibility and publication monitoring, professional self-presentation, and collaborative interaction. Not a single source in the corpus relates particular resource categories to particular stages or organisational forms of development, and none verifies such a relationship empirically. The scientific novelty of the study consists in the first quantified comparison of the Ukrainian- and English-language segments of this research field and in the resource-function matrix derived from the corpus, which converts a descriptive enumeration of digital tools into an analytical instrument. The practical significance lies in the possibility of using the matrix when designing institutional professional development programmes, individual development trajectories and in-house training for academic staff of Ukrainian universities.
N. Mukan, N. Chubinska, Hennadii Kyselov· Academic Visions· 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
This bibliometric study analyzed the 100 most-cited articles on ET published between 2005 and 2024, drawn from the Scopus database and revealed four emerging research clusters spanning technology acceptance, learning-process monitoring, distance-learning pedagogy, and post-pandemic online/blended learning models.
Oksana V. Vashetina, Tatyana Shoustikova, N. A. Zaitseva et al.· Contemporary Educational Tec...· 0 citations