Educomunicación en educación inicial, primaria y secundaria en Iberoamérica (2020-2025): un análisis bibliométrico
Abstract
This study analyzes scientific production on educommunication in early childhood, primary, and secondary education in Ibero-America during the period 2020–2025. Using a descriptive and relational quantitative approach, and applying the criteria of the PRISMA 2020 statement, a sample of 255 publications retrieved from the Scopus, SciELO, and Redalyc databases was consolidated and processed using VOSviewer software. The results show a significant increase in publications between 2021 and 2022, driven by the health crisis, followed by a marked decline in 2025. Scientific articles overwhelmingly predominate, mainly focusing on experiences and practical cases related to digital competence and digital literacy, which reveals limited conceptual discussion. Geographically, Spain and Mexico lead scientific output within predominantly small-scale and individual collaboration networks, reflecting asymmetries in the circulation of knowledge around a concept that originated in Latin America. Finally, the keyword co-occurrence analysis identifies five thematic clusters and an evolution of the research agenda from ICT toward social media and computational thinking, revealing a complete lack of attention to artificial intelligence up to 2025
