Education reform and change driven by digital technology: a bibliometric study from a global perspective

Chengliang Wang, Xiaojiao Chen, Teng Yu, Yidan Liu and Yuhui Jing ()
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Chengliang Wang: Zhejiang University of Technology
Xiaojiao Chen: Zhejiang University of Technology
Teng Yu: Universiti Sains Malaysia
Yidan Liu: Zhejiang University of Technology
Yuhui Jing: Zhejiang University of Technology

Palgrave Communications, 2024, vol. 11, issue 1, 1-17

Abstract: Abstract Amidst the global digital transformation of educational institutions, digital technology has emerged as a significant area of interest among scholars. Such technologies have played an instrumental role in enhancing learner performance and improving the effectiveness of teaching and learning. These digital technologies also ensure the sustainability and stability of education during the epidemic. Despite this, a dearth of systematic reviews exists regarding the current state of digital technology application in education. To address this gap, this study utilized the Web of Science Core Collection as a data source (specifically selecting the high-quality SSCI and SCIE) and implemented a topic search by setting keywords, yielding 1849 initial publications. Furthermore, following the PRISMA guidelines, we refined the selection to 588 high-quality articles. Using software tools such as CiteSpace, VOSviewer, and Charticulator, we reviewed these 588 publications to identify core authors (such as Selwyn, Henderson, Edwards), highly productive countries/regions (England, Australia, USA), key institutions (Monash University, Australian Catholic University), and crucial journals in the field (Education and Information Technologies, Computers & Education, British Journal of Educational Technology). Evolutionary analysis reveals four developmental periods in the research field of digital technology education application: the embryonic period, the preliminary development period, the key exploration, and the acceleration period of change. The study highlights the dual influence of technological factors and historical context on the research topic. Technology is a key factor in enabling education to transform and upgrade, and the context of the times is an important driving force in promoting the adoption of new technologies in the education system and the transformation and upgrading of education. Additionally, the study identifies three frontier hotspots in the field: physical education, digital transformation, and professional development under the promotion of digital technology. This study presents a clear framework for digital technology application in education, which can serve as a valuable reference for researchers and educational practitioners concerned with digital technology education application in theory and practice.

Date: 2024
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DOI: 10.1057/s41599-024-02717-y

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