Jul 2026· International Journal of Humanities, Education, and Social Sciences· 0 citations· 77 references
Abstract
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.
This bibliometric study maps the development of research on women in STEM education using 348 Scopus-indexed, English-language, open-access publications spanning 2006-2025. Bibliographic records were retrieved on June 12, 2025, and analyzed using Biblioshiny through performance analysis, keyword co-occurrence, co-authorship, co-citation, thematic mapping, and historiographic analysis. The field recorded an annual growth rate of 14.45%, with publication output increasing markedly after 2015 and remaining high after 2020. PLOS ONE was the most productive source, followed by CBE-Life Sciences Education and Sustainability, while highly cited publications by Stoet and Geary and Dennehy and Dasgupta formed important intellectual foundations for research on gender disparities, mentoring, and institutional intervention. Collaboration was extensive: 313 of the 348 documents (89.9%) were multi-authored, and 97.8% of authors contributed to co-authored publications. However, 76% of the scholarly output originated from the Global North, indicating persistent geographical imbalance. Conceptual mapping identified a pedagogical cluster centered on education, gender, students, mathematics, and engineering, alongside a demographic and indexing cluster dominated by female, male, human, and adult. The analysis also revealed limited attention to technology education, intersectional perspectives, and Global South contexts. Overall, the literature is substantively aligned with SDGs 4 and 5 through its focus on equitable access, participation, retention, and institutional inclusion. The findings support more reciprocal North-South partnerships, context-sensitive intervention studies, and stronger integration of intersectional and technology-focused research.
A. Prakoso, Zain Fuadi Muhammad Roziqifath, M. Ghofur et al.· Jurnal Penelitian dan Pengka...· 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
The findings reveal a transition toward integrated digital sustainability ecosystems, while persistent challenges remain in ethics, equity, and institutional readiness.
A. Asrizal*, F. Festiyed, Helma Helma et al.· Journal of Information Techn...· 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
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
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.
Celso A. De Guzman· International Journal of Mul...· 0 citations
