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
Background The increasing integration of digital technology into education has raised concerns about students’ ability to participate responsibly in a digital society, highlighting the importance of Digital Citizenship Education (DCE) in strengthening Competencies for a Democratic Culture (CDC). However, studies mapping the relationship between DCE and CDC are limited. This study fills a gap in previous bibliometric research by explicitly linking DCE to DCC and providing comprehensive mapping based on DCC indicators. This study provides a foundation for researchers and institutions to investigate future research and supports the development of instructional models for strengthening the CDC through DCE to realize quality education. Methods A bibliometric analysis using VOSviewer, Bibliometrix, Publish or Perish, Microsoft Excel 2021, and Datawrapper was conducted to map the research network, analyze co-occurrence and emerging themes, identify highly cited publications, and examine leading authors and countries based on data from the Scopus database. Results The tracking identified 217 documents from 2008 to 2026. The number of publications is expected to increase significantly from 2023 to 2025, indicating growing research interest. The most frequently co-occurring terms were digital citizenship and rights, reflecting the field’s underlying knowledge structure. Emerging themes are dominated by attitude-related constructs such as attitude and digital empathy. However, pedagogical terms remain limited, and even the terms “learning models” and “assessment” do not appear in the network. The research landscape is influenced by highly cited works, such as Jones and Mitchell, with the United States as the leading contributor to both publications and citations. Conclusion 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
Aim/Purpose: This study aims to systematically map the intellectual structure, research evolution, and emerging hotspots of Interactive Digital Technologies (IDTs) in Education for Sustainable Development (ESD). It specifically addresses the fragmentation and uneven technological integration within this field.
Background: As education systems face accelerating digital transformation and urgent sustainability challenges, understanding how digital technologies support ESD has become increasingly important. Although research in this area has grown rapidly, it remains fragmented across technologies, educational levels, and regions. A comprehensive bibliometric synthesis is therefore needed to clarify the field’s development, key contributors, and emerging directions.
Methodology: This study used a bibliometric design to analyze 377 journal articles indexed in Scopus and published between 2000 and October 2025. Using standard screening and science-mapping techniques, the study examined publication growth, citation impact, collaboration patterns, keyword networks, and thematic evolution.
Contribution: This study provides a novel integrative perspective by reconceptualizing interactive digital technologies as components of digitally enabled sustainability learning ecosystems, moving beyond fragmented and technology-specific approaches, and advancing theory by suggesting an emerging shift from isolated instructional tools toward ecosystem-based sustainability learning.
Findings: Results show rapid growth in publications after 2016, peaking in 2024, indicating increasing global attention to this field. Five major themes emerged: AI-enabled learning, green digital curricula, game-based and mobile sustainability learning, institutional digital governance, and interdisciplinary competence development. The findings reveal a transition toward integrated digital sustainability ecosystems, while persistent challenges remain in ethics, equity, and institutional readiness.
Recommendations for Practitioners: Educational institutions and policymakers should adopt ethically grounded, inclusive, and system-oriented digital strategies that align technological innovation with sustainability competencies, teacher capacity development, and equitable access frameworks.
Recommendation for Researchers: Future studies should integrate multi-database analyses, multilingual sources, and mixed-method approaches to capture contextual diversity and examine the pedagogical effectiveness of IDTs in fostering measurable sustainability competencies.
Impact on Society: By mapping the global research landscape, this study informs the development of inclusive and digitally enabled sustainability education systems that support SDG 4 and strengthen long-term societal resilience.
Future Research: Future research should employ longitudinal, comparative, and empirical designs to examine how AI-driven, immersive, and governance-oriented digital ecosystems influence learning outcomes, ethical practice, and sustainable behavioral transformation across diverse sociocultural contexts.
A. Asrizal*, F. Festiyed, Helma Helma et al.· Journal of Information Techn...· 0 citations
Digital learning has become one of the rapidly growing research areas in science education. However, the knowledge structure, patterns of scientific collaboration, and thematic development of research in this field have not yet been comprehensively mapped. This study aims to identify publication trends, collaboration networks, influential contributors, and the thematic structure of research on digital learning in science education. Data were collected from the Scopus database using predefined search criteria, resulting in 523 journal articles published between 1999 and 2025. Bibliometric performance analysis and science mapping were conducted using Bibliometrix (R-package) and VOSviewer. The results indicate that publications on digital learning in science education have grown significantly, particularly after 2020, accompanied by an increase in international research collaboration. The analysis also identified the countries, institutions, authors, and journals that have played significant roles in the development of this field. Furthermore, keyword analysis revealed that e-learning, students, and science education constitute the core research themes, while temporal analysis demonstrated a shift in research focus from web-based learning and distance education toward more interactive learning technologies, such as educational technology, augmented reality, and virtual reality. These findings 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
This paper is a bibliometric review of literature on integrating moral reasoning in information Technology (IT) education that aims to explore its publication situation, significant sources, research topic, temporal trends, and gaps in the literature. Through bibliometric techniques, the research reviewed 334 articles published in 179 sources in 1983-2025 from Scopus database. The results indicate that the sector has shown progressive growth with a rate of 4.63 per year and on average the documents are 7.37 years of age. The literature is highly conference-oriented as the majority of publications are through conference papers, which shows the rapid and practice-driven nature of knowledge dissemination. Most of the publication come from ASEE, FIE, ITICSE, ACM conference proceedings, and SIGCSE-related journals, which means that the discipline is largely influenced by engineering and computing education communities. Term-frequency output reveals that the most common terms are students, ethics, curriculum, computing education, and computer science education, indicating that the area is main concern with the incorporation of ethical knowledge and reasoning into formal education of technology. Themes that develop based on artificial intelligence, machine learning and AI ethics also show how the field reacts to modern technological trends. Some of gaps in the analysis are low international collaboration and inadequacy of research on effective pedagogical strategies to teach ethics. Overall, 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