Bibliometric studies have become an important approach for understanding the development and structure of research fields; however, global investigations focusing specifically on assessment literacy in academic writing remain limited. This study aims to map publication trends, collaboration patterns, influential sources, and thematic structures in research on assessment literacy related to academic writing through a bibliometric analysis. Data were retrieved from the Scopus database using the search query TITLE-ABS-KEY (“assessment literacy” AND “academic writing”), covering publications from 1997 to 2025 without restrictions on document type or discipline. A total of 176 documents were analysed using VOSviewer and Microsoft Excel to examine annual publication growth, source journals, subject areas, countries, institutions, author collaboration networks, and keyword co-occurrence patterns. The findings reveal a significant increase in publications after 2011, indicating a paradigm shift from summative assessment toward formative, reflective, and feedback-oriented approaches in academic writing. Research output is dominated by institutions and authors from the United Kingdom, the United States, and China, with Assessing Writing and Assessment & Evaluation in Higher Education emerging as key publication venues. Keyword analysis identifies four dominant thematic clusters: formative feedback and peer assessment, academic writing pedagogy and literacy development, assessment tools and rubrics, and issues of identity, equity, and institutional power. In contrast, themes related to digital literacy, automated feedback, and AI-based assessment remain weakly represented, indicating important research gaps. This study contributes to the literature by providing a comprehensive global overview of assessment literacy research in academic writing and highlighting emerging directions for future studies. The findings offer strategic insights for researchers, educators, and policymakers in developing contextualized, technology-responsive assessment models aligned with the demands of 21st-century higher education.
Research on Arabic reading skills has increased substantially in response to the growing demand for Arabic proficiency in academic, religious, and foreign language education; however, existing studies remain fragmented and lack an integrated overview. Bibliometric analysis combined with a Systematic Literature Review (SLR) provides a comprehensive framework for mapping publication trends, collaboration networks, research themes, and knowledge gaps. This study aims to analyze global research trends on Arabic reading skills during 2016–2025 and identify their pedagogical implications for Arabic as a Foreign Language (AFL) instruction. Employing a qualitative descriptive design, the study analyzed 105 Scopus-indexed journal articles selected through the PRISMA protocol. Data were collected from the Scopus database and examined using VOSviewer through co-occurrence, co-authorship, citation, and thematic analyses. The findings reveal a significant increase in publications after 2019, five dominant research clusters, and limited international collaboration, with notable gaps in higher education and non-Arab AFL contexts. The study concludes that Arabic reading research has become increasingly interdisciplinary but requires stronger international collaboration, broader contextual research, and more integrative pedagogical frameworks to support future Arabic language teaching and research.
Penelitian mengenai keterampilan membaca bahasa Arab mengalami peningkatan signifikan seiring meningkatnya kebutuhan penguasaan bahasa Arab dalam konteks akademik, keagamaan, dan bahasa asing, namun kajian yang ada masih terfragmentasi dan belum memberikan gambaran yang komprehensif. Analisis bibliometrik yang dipadukan dengan Systematic Literature Review (SLR) memberikan kerangka untuk memetakan tren publikasi, kolaborasi, tema penelitian, dan kesenjangan riset. Penelitian ini bertujuan memetakan perkembangan penelitian global tentang keterampilan membaca bahasa Arab periode 2016–2025 serta mengidentifikasi implikasinya bagi pembelajaran Arabic as a Foreign Language (AFL). Penelitian menggunakan pendekatan deskriptif kualitatif dengan analisis bibliometrik dan SLR terhadap 105 artikel jurnal terindeks Scopus yang dipilih melalui protokol PRISMA. Data dikumpulkan dari basis data Scopus dan dianalisis menggunakan VOSviewer melalui analisis co-occurrence, co-authorship, sitasi, dan tema. Hasil penelitian menunjukkan peningkatan publikasi sejak 2019, terbentuknya lima klaster tema utama, serta masih terbatasnya kolaborasi internasional dan penelitian pada konteks pendidikan tinggi serta AFL di negara non-Arab. Penelitian ini menyimpulkan bahwa kajian keterampilan membaca bahasa Arab berkembang menjadi bidang interdisipliner, namun memerlukan kolaborasi global, penelitian yang lebih kontekstual, dan kerangka pedagogis yang lebih integratif.
Ahmad Fadhil Ryan Pratama, A. Nasir, Habib Maulana Maslahul Adi et al.· Journal of Arabic Language T...· 1 citation
Task-Based Language Teaching (TBLT) has become a central pedagogical approach in second and foreign language education, emphasizing meaningful communication and learner-centered instruction. Despite the growing body of research, a comprehensive and systematically structured synthesis of its intellectual development remains limited, particularly in terms of quantitative mapping of global research trends. This study aims to systematically review and bibliometrically analyze Scopus-indexed publications on TBLT published between 2000 and December 2025 to map publication trends, thematic evolution, geographical distribution, and influential authors in the field. A Systematic Literature Review was integrated with bibliometric analysis to ensure methodological rigor and analytical depth. Data were retrieved from the Scopus database using the keyword “Task-Based Language Teaching” applied to titles, abstracts, and keywords. Descriptive and trend analyses were conducted using RStudio, while VOSviewer was employed to visualize keyword co-occurrence, thematic clusters, and author collaboration networks. The results indicate a steady growth in TBLT publications, particularly since the mid-2010s, reflecting the maturation and global expansion of the field. Thematic evolution analysis reveals a shift from early concerns with form-focused instruction toward broader pedagogical, contextual, and technology-mediated approaches. Keyword co-occurrence mapping demonstrates strong conceptual coherence alongside increasing thematic diversification. The geographical distribution highlights substantial contributions from both English-speaking and EFL contexts, although disparities in research visibility remain evident. Influential author analysis confirms the sustained impact of foundational scholars alongside the emergence of new research communities. Overall, this study provides a comprehensive and data-driven overview of the intellectual landscape of TBLT research and offers strategic insights for future investigations in task-based and technology-enhanced language pedagogy.
S. Azizah, S. Setiawan, Him’mawan Adi Nugroho et al.· Multidisciplinary Reviews· 0 citations
Mathematical literacy is one of the most relevant research areas in the field of modern mathematical education. The aim of the article is to conduct a bibliometric analysis of the development trends, structure and thematic features of scientific publications on mathematical literacy indexed in the Scopus database for the period 2005-2025. The research data were selected using the keywords “mathematical” and “literacy”, and a total of 2276 scientific works were analyzed. The data were exported in BibTeX format and processed in RStudio using Bibliometrix and Biblioshiny tools. The analysis revealed the dynamics of publications over time, leading authors and sources, patterns of scientific collaboration between countries, citation structure, as well as the main thematic areas in the field of mathematical literacy and their evolution. The results show a significant increase in the number of studies on mathematical literacy after 2015.Thematic analyses reveal that while the research initially focused on cognitive and methodological issues, in later years it has increasingly focused on educational practice, assessment and modeling, and applied contexts. Overall, this study provides a comprehensive overview of the long-term development trends in the field of mathematical literacy research and identifies relevant areas for future research.
A. Aiashova, Nurlybay Madiyarov, A. Arikan· Педагогика и Методы Обучения· 0 citations
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.
Farid Fauzi· International Journal of Hum...· 0 citations
This systematic review employs a bibliometric approach to examine the evolution of STEM literacy research and the conceptual shift toward STEM competence. Based on an analysis of 175 peer-reviewed documents indexed in 83 journals, 70 conference proceedings, 13 books, and 9 book series in Scopus (2007 – June 2024), the study identifies publication trends, influential works, and the intellectual structure of the field using VOSviewer. The review analyzes the scale, trajectory, and geographical distribution of research, highlighting prominent scholars and thematic development. Since 2007, the field has shown substantial theoretical advancement along with increasing gender and regional diversity. Keyword co-occurrence (co-word) analysis identifies the foundational literature and nine keyword clusters, grouped into four overarching themes: the structure of STEM literacy, target populations, instructional approaches, and driving factors. Thematic clusters emphasize pedagogy and equity. While a bibliometric review confirms a persistent conceptual ambiguity and assessment gap in STEM education, this paper addresses this gap by proposing a novel, multi-dimensional framework for STEM competence. Grounded in international best practices and designed for practical classroom application, this framework provides the specific, observable behavioral indicators needed to align integrated curriculum goals with authentic assessment.
Vu Bich Hang Pham, Nguyễn Văn Biển· International Journal of Edu...· 0 citations