Mapping Thematic Structures in Higher Education: A Bibliometric–Thematic Analysis of High-Impact Journals

Abstract

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.