Digital resources and teaching subjectivity in foreign language teaching: a meta-aggregative systematic review from an ecosystem and posthuman approach (2001–2025)

Mapping the Paradigm Shift in Teachers’ Roles: A Bibliometric and Survey-Based Analysis in 21st-Century Education

Rapid social and digital transformations have fundamentally reshaped education systems, leading to a redefinition of teachers’ roles in the 21st century that extends beyond technological integration to encompass epistemological, pedagogical, and structural changes. This study aims to analyze the conceptual structure, intellectual evolution, and global collaboration patterns of the paradigm shift in teachers’ roles, while also examining its empirical manifestation in practice. A mixed-method approach with an integrative design was employed, combining a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, bibliometric analysis, and a quantitative survey. Data were retrieved from the Scopus database (2016–2026), resulting in 85 peer-reviewed articles following a rigorous selection process, and complemented by survey responses from 80 teachers across Indonesia. Bibliometric mapping using VOSviewer reveals that the emerging paradigm is structured across three interrelated dimensions: pedagogical, technological, and structural. The pedagogical dimension reflects a shift from knowledge transmission to collaborative knowledge co-construction, while the technological dimension indicates a transition from ICT integration toward the adoption of artificial intelligence and data-driven adaptive learning systems. The structural dimension highlights the strengthening of teacher agency, reflective professionalism, and the restructuring of teacher education systems. Network analysis shows that global research collaboration remains regionally fragmented, whereas co-citation patterns indicate the emergence of core references, suggesting an ongoing phase of conceptual consolidation. Empirical findings confirm strong pedagogical and professional transformation in practice but reveal a gap in the adoption of advanced technologies such as AI. This study contributes by proposing a multidimensional typology of teachers’ roles—as facilitators, digital learning designers, institutional change agents, and ethical technology curators—thereby advancing theoretical consolidation and providing a foundation for systemic policy reform in 21st-century education.

Mapping institutional change in accounting education: a systematic and bibliometric review

This study aims to analyse how institutional change in accounting education has been conceptualised, structured and documented in the literature, identifying the main themes, influential actors, institutional mechanisms and contextual differences between countries in the Global North and the Global South. This study uses a systematic literature review combined with bibliometric analysis. The sample comprises 401 scientific articles published up to 31 December 2025, indexed in the Web of Science and Scopus databases. The review process followed the PRISMA 2020 guidelines, with support from the Parsif.al platform. The bibliometric analysis was carried out using Bibliometrix and VOSviewer, whilst the qualitative synthesis was developed in NVivo, based on institutional theory and coercive, normative and mimetic mechanisms. The results show that institutional change in accounting education is conceptualised as a multidimensional process involving curriculum reform, alignment with the labour market, expansion of the skills profile, pedagogical transformation, digitalisation, internationalisation and the social reconfiguration of accounting education. The bibliometric analysis reveals a concentration of scholarly output in countries such as the USA and Australia, as well as in leading journals in the field. The results also show that normative pressures are the most frequently reported, followed by coercive and mimetic pressures, while the comparison between the Global North and the Global South suggests contextual differences in the patterns and drivers of institutional change emerging from the reviewed literature. This study has a number of limitations. The review included only peer-reviewed articles in English indexed in Web of Science and Scopus and may therefore have excluded relevant studies published in other languages, databases or formats. Furthermore, the identification of institutional mechanisms depends on how these processes were described in the included studies. The findings offer practical guidance for policymakers, accreditation bodies and higher education institutions. Understanding the interplay of coercive, normative and mimetic pressures can help design curriculum reforms that balance global standards with local needs. Insights into emerging themes such as digital skills, sustainability and ethics support the development of innovative pedagogical strategies aligned with market demands. Institutions in the Global South can use these results to avoid symbolic compliance and implement substantive changes that enhance employability and international competitiveness while respecting contextual realities. Institutional changes in accounting education have significant social implications, as they influence the development of professional competencies that affect transparency, accountability and ethical standards in business and public sectors. By promoting digital skills, sustainability and ethics in curricula, reforms can contribute to socially responsible practices and better governance. However, persistent epistemological asymmetries risk marginalising perspectives from the Global South, limiting inclusivity and diversity in knowledge production. Addressing these gaps can foster equitable access to high-quality education and strengthen the role of accounting in advancing sustainable development goals. This study contributes to the literature by combining a systematic review, bibliometric analysis and qualitative synthesis through the lens of institutional theory, offering a comprehensive overview of the dynamics that shape the teaching of accounting.

The Evolution and Intellectual Structure of Local Wisdom Research in Indonesian Education: A Fifteen-Year Bibliometric and Systematic Analysis (2010–2025)

The concept of local wisdom has become a significant strategic basis for culturally based education in Indonesia, though the structure of intellectual form and the developmental course of research in this area have yet to be fully synthesized. The paper explores the development and intellectual architecture of local wisdom research in Indonesian education between 2010 and 2025 through an inter-woven bibliometric and systematic approach. Based on PRISMA procedures, 132 studies were selected from 575 records of Scopus-indexed journal articles. The growth of publications, most popular journals, institutional productivity, and international contributions were analyzed using bibliometric mapping, and qualitative thematic synthesis identified the prevalent research clusters and theoretical orientations. According to the findings, a significant growth trend can be observed in recent years, and scholarship is concentrated mostly in Indonesian institutions, with a predominance of the sociocultural and constructivist approaches. Five important thematic areas were identified, reflecting an inclination toward pedagogical application. The paper finds that although the field is growing very fast, it is nationally confined and theoretically fragmented. This study provides intellectual scaffolding and strategic pathways for more rigorous and globally active scholarship by mapping the intellectual architecture of the field.

EDUCATION FOR WORK IN A CHANGING WORLD: A CRITICAL SYSTEMATIC REVIEW AND A MULTIDIMENSIONAL COMPETENCE ARCHITECTURE FOR AFRICAN SYSTEMS

The debate on professional competence often contrasts technical knowledge with transferable skills, although labour-market transitions depend on their interaction with experience, identity and institutional conditions. This article examines how different scientific traditions and policy documents explain that interaction and proposes an integrative architecture for technical and vocational education and training. A critical systematic review was conducted on a directed corpus of 35 sources published between 1964 and 2026 and verified through journals, publishers, repositories and international organisations. The corpus comprises eight empirical studies or empirical syntheses, one systematic review, thirteen theoretical contributions, two handbooks and eleven institutional documents. Because populations, measures and outcomes were not commensurable, a pooled statistical effect was not calculated; synthesis without meta-analysis was applied through thematic coding, directional comparison and appraisal of inferential strength. Twenty-three sources address the complementarity of technical and transferable skills, eighteen focus on curriculum-work articulation, thirteen conceptualise employability as multidimensional, thirteen discuss digital, green or lifelong-learning transitions, and only six explicitly address African contexts. The analysis supports a five-layer architecture: epistemic-technical foundation, cognitive mobilisation, socio-professional coordination, longitudinal adaptability and institutional framing. Employability should not be attributed solely to individuals. TVET reform requires integrated curricula, supervised practice and longitudinal evaluation. The article’s contribution is to replace fragmented skill lists with a relational and testable model that can be adapted to African systems.

Global research landscape of transformative learning in pre-service teacher education: A Scopus-based bibliometric and science-mapping analysis

Background Transformative learning explains changes in pre-service teachers’ frames of reference, yet previous mapping studies have examined the theory broadly, within higher education, or in specific domains such as sustainability. This study maps the development, contributors, intellectual and conceptual structures, and thematic evolution of transformative learning research in pre-service teacher education. Methods Data were retrieved from Scopus on 29 July 2026 without restrictions on publication year or language. The search identified 237 documents; after excluding non-article records and ineligible articles, 112 journal articles were analysed. Performance analysis used Bibliometrix/Biblioshiny, while keyword co-occurrence and author co-citation networks were constructed with VOSviewer. Author, institution, country, and keyword metadata were normalised before analysis. Results The corpus comprised 112 articles published between 2001 and 2026 across 74 sources and authored by 246 researchers. Annual growth reached 8.67%, while international collaboration accounted for 13.39% of articles. The Journal of Transformative Education was the most productive source; Katrina Liu had the highest citation impact; and Queensland University of Technology was the most productive institution. The conceptual structure centred on transformative learning, teacher education, pre-service teachers, and critical reflection. Mezirow continued to dominate the intellectual structure, while recent themes shifted towards culturally responsive pedagogy, sustainability, online learning, assessment, and pedagogical competence. Data for 2026 include only publications indexed up to 29 July. Conclusions The field has grown more consistently since 2020, although productivity and collaboration remain dispersed. Mezirow’s theoretical foundation persists, while its application in pre-service teacher education increasingly connects professional identity, field experiences, diversity, and sustainability. Longitudinal, comparative, and non-Western studies are needed to determine whether perspective changes endure in teaching practice.

Ibero-American research into Educational Technology as a vehicle for official recontextualisation (2019–2025). A quantitative study of three Spanish journals