Mapping Pre-Service Teachers’ Digital Competence Research, 2014-2026: A Bibliometric Analysis of Conceptual Structure and Thematic Evolution

Abstract

Pre-service teachers’ digital competence has become central to teacher education, yet the field’s conceptual organization, international structure, and temporal development remain insufficiently integrated. This study maps the development of this research domain and identifies its publication patterns, collaboration networks, conceptual clusters, and emerging themes. A corpus of 582 English-language research and review articles published between January 2014 and 19 March 2026 was selected from the Web of Science Core Collection after screening 1,016 records. Bibliometrix/Biblioshiny and VOSviewer were used to analyze annual output, source- and country-level indicators, international co-authorship, author-keyword co-occurrence, overlay visualization, and thematic evolution. Publication output increased from 34 articles in 2020 to 120 in 2025, although productivity, citation visibility, and network connectivity produced different rankings. The United States contributed the most publications, whereas Indonesia recorded the highest international collaboration rate among the ten most productive countries. The keyword network comprised six clusters spanning professional preparation, technological pedagogical knowledge, ICT and digital skills, motivational and self-regulatory factors, data-related capabilities, and teacher training. Digital competence was the most frequent and connected keyword, followed by TPACK and pedagogical content knowledge. Temporal analyses showed persistent attention to digital competence, digital literacy, ICT, and TPACK, alongside the recent visibility of artificial intelligence, AI literacy, critical thinking, engagement, and pedagogical beliefs. These findings indicate cumulative thematic broadening rather than conceptual replacement. Future research should strengthen learner empowerment, performance-based assessment, responsible AI judgment, and longitudinal evidence linking competence development to instructional practice and learner outcomes.