Bibliometric and Science Mapping Analysis of Research on Social Studies Education for Students with Special Needs (2000-2024)

Research Trends on Digital Learning in Science Education: Bibliometric Analysis

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

Mapping the Intellectual Structure and Emerging Themes of Education 5.0: A Bibliometric and Abstract-Based Thematic Analysis

This study examines research trends and emerging themes in Education 5.0 through a bibliometric and thematic document analysis. The data were collected from the Web of Science (WoS) Core Collection database using a structured search strategy within the SSCI and ESCI indexes. The search was limited to English-language articles published between 2016 and March 2026. Following the screening process, 57 articles directly related to the educational context were included in the analysis. Bibliometric analyses were conducted using VOSviewer to examine keyword clusters, country collaboration, temporal publication trends, research areas, and cited publications. In addition, the abstracts of the selected studies were analyzed to identify the most frequently occurring abstract terms and the emerging themes reflected in the abstracts. The findings suggest that Education 5.0 is a relatively new and emerging field that has shown a visible increase in publication activity after 2023.  The literature reflects a multidisciplinary structure situated at the intersection of education, computer science, engineering, and sustainability-related perspectives, while international collaboration remains limited and fragmented. The thematic analysis revealed six major themes: transformation of education, technology integration, competency and skills development, implementation challenges, sustainability, and institutional transformation. Overall, the study provides a systematic overview of the intellectual structure and thematic directions of Education 5.0 research and offers implications for future research in the field.

A bibliometric mapping of global research trends and future directions in entrepreneurial training

Mapping two decades of entrepreneurship research in higher education: a bibliometric analysis of trends, collaboration, and emerging themes

This bibliometric analysis provides comprehensive insights into the development and trends of research on entrepreneurship in higher education from 2004 to 2023. By examining 882 documents sourced from 415 different journals, books, and other publications, the study reveals significant growth in academic interest, with an average annual growth rate of 23.48%. The analysis highlights key contributors, with Maritz A leading in research output, followed by Ahmed U, Fischer BB, Guerrero M, and others. The collaborative nature of this research field is evident, with an average of 2.84 authors per document and 19.5% of publications involving international collaboration. The study also identifies diverse research themes through keyword cluster analysis, emphasizing foundational aspects like entrepreneurial culture and education, as well as emerging areas such as sustainable entrepreneurship and social entrepreneurship. Network visualizations further illustrate the interconnectedness and influence of prominent authors within the research community. This analysis underscores the dynamic and evolving nature of entrepreneurship research in higher education, providing valuable insights for researchers, educators, and policymakers aiming to foster a robust entrepreneurial ecosystem within academic institutions.

Global educational policies and research agendas in basic education: a bibliometric analysis of scientific production guided by public policies

In recent decades, basic education has become a central priority within global public policy frameworks, particularly in relation to quality, equity, educational reform, governance, and sustainable development. This study analyzes how global educational policies have shaped scientific research agendas in basic education. A bibliometric analysis was conducted using 370 peer-reviewed articles indexed in Scopus and Web of Science between 2000 and 2025. Bibliometric procedures were implemented using R and VOSviewer to examine scientific production trends, citation patterns, leading publication sources, country collaboration networks, and keyword co-occurrence structures. An interpretive analysis was also applied to identify the main research agendas associated with global educational policy frameworks. The findings show a marked increase in scientific production after 2015, with a strong concentration of publications between 2021 and 2025. The United States and the United Kingdom emerged as the leading contributors and central actors in international collaboration networks. The intellectual structure of the field is organized around key themes such as education policy, educational reform, curriculum, governance, accountability, equity, educational development, and Sustainable Development Goal 4. The results also reveal that research on basic education is strongly influenced by international policy priorities and global education governance frameworks. The study demonstrates that scientific production on basic education is not only expanding but is also closely aligned with global public policy agendas. The dominance of Global North countries in publication and collaboration networks highlights persistent geographical asymmetries in knowledge production. These findings underscore the need to promote greater geographical diversity, contextual sensitivity, and inclusion of Global South perspectives in future research on educational policy and basic education.

Bibliometric Analysis of Studies on Teachers' Professional Development

The aim of this research is to examine the studies on professional development of teachers using bibliometric analysis method. Within the scope of the study, a total of 2961 articles published in 835 journals indexed by SSCI, SCI-Expanded and AHCI in the Web of Science (WoS) database were analyzed. In the research, Teaching and Teacher Education, Professional Development in Education, Computers & Education and Teacher Development journals were determined to be the journals with the highest link strength. The five researchers with the highest connection strength are T.Seida, A. Groeschner, M. Koahler, V.D. It was determined that they were Opfer and D. Pedder. The USA and USA universities are the countries and universities with the highest citation and connection power. It was determined that 707 collaboration networks were identified in 18 clusters for inter-institutional collaboration. It was determined that the authors in the blue and green color cluster were the most cited authors because they had masterpieces on professional development. In the co-word analysis, the words sustainability, elementary education, secondary education, teaching, learning strategies, 21st century abilities, improving classroom teaching, related to the word teacher professional development, are the most frequently used co-words.