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Purpose: This study aims to conduct a thorough examination and bibliometric analysis of the scholarly articles on PjBL (Project-Based Learning) and 21st-century skills published from 2020 to 2023. The analysis will specifically concentrate on the global distribution of these articles and identifying any prevailing research patterns or trends. Methodology: Utilizing "PjBL" and "21st-century skills" as search terms, the Scopus database was employed for the analysis encompassing annual publications, nations, institutions, authors, journals, references, and keywords in the field. This analysis was facilitated by VOSviewer and Microsoft Excel 2019 software. Findings: There has been a significant increase in publication volume between 2020 and 2023. Among the 2,472 articles within the Scopus database by the end of October 2023, Indonesia emerged as the primary contributor of publications among all nations. The VOSviewer indicates that the key issues revolve around, project-based learning (PjBL), pedagogy, critical thinking, education, sustainability, higher education, and 21st-century skills. Significance: A comprehensive analysis of the global landscape concerning project-based learning (PjBL) and, between 2020 and 2023, aims to uncover pivotal trends, emerging issues, influential authors, and seminal works in educational research. The anticipated outcomes hold the potential to offer multifaceted insights into PjBL and 21st-century skills, contributing to the exploration of innovative educational methodologies. Additionally, this study's investigation of specific research inquiries aims to provide a holistic overview, further enriching the understanding of these crucial educational paradigms.

Considering SRL is one of the key aspects that determines an individual's success in STEM learning, knowing the development of research related to this topic is crucial. This research aims to conduct a bibliometric mapping analysis of research published in Scopus-indexed journals from 2013 to 2023. The search yielded 1683 publications, which generally showed an increasing trend. The analysis results showed the distribution of publications based on document type, year of publication, and geographical area. Then, the co-authorship analysis results showed publication collaboration among countries and among authors. In addition, the citation analysis results provided information on the most influential authors, journals, and publications. In relation to the co-occurrence analysis results, the most popular research focuses were the relationship between SRL and "e-learning" and "engineering education". The topics that are quite popular are related to "mathematics", and those that are less popular are related to the terms "stem (science, technology, engineering and mathematics)" or "stem" and "science" or "science education". Regarding trending topics, several keywords that have been popular recently are "covid-19", "online learning", "major clinical study", "technology", "human experiment", "student learning", and "academic achievement". Several recommendations are also provided based on the findings and limitations of this research.

The dramatic increase in science, technology, engineering, and mathematics (STEM) education studies has resulted in more authors promoting the use of Arduino in STEM education. Although there are educational research studies utilizing bibliometric procedures for the exploration of Arduino and STEM separately, there is a further need for research on their relationship. The current study utilizes several software tools (Vosviewer, Biblioshiny) and bibliometric procedures for this research domain. The documents were retrieved from the Scopus database from 2013 to 2022. Performance analysis was used to reveal publications and citation trends with the top contributors. Moreover, bibliographic mapping was used to comprehend the conceptual (co-occurrences), intellectual (bibliographic coupling), and social (collaboration network) structures of the retrieved data. The results revealed that the most prolific authors and institutes were addressed in Turkey. Besides, the most cited authors and institutes were from the USA. However, it seems this situation will change soon to the advantage of Turkey because of its highest annual growth rate and smallest document average age. This research also shows that there is a sign of the risk of monopolization in this area soon. Moreover, little cooperation was found within the dataset implying the importance and necessity of encouraging the mobility of researchers as well as increasing the collaboration between universities at both national and international levels. Overall, the study reveals that Arduino has great potential in using STEM activities in the future.

The STEAM learning environment with a gamification system has been found to promote innovators by enhancing creative thinking and innovation skills in students. It can engage and motivate students, making the course content come alive. The objective of this study is to provide an overview of the research conducted in the field of STEAM education with a focus on gamification, specifically examining studies published within the last six years. A bibliometric analysis and systematic reviews were performed to examine the trends in published literature on steam learning environment on gamification systems to promote innovators between the years 2018 and 2023. The retrieval of pertinent documents was conducted by employing keywords associated with "TITLE-ABS-KEY ("steam" AND "gamification" AND "innovation" AND "skill" AND "innovator" AND "learning environment" AND "ecosystem")" in the title, abstract, and keywords of the documents. Consequently, a total of 5 documents were obtained from the Scopus database for the purpose of conducting bibliometric analysis and systematic review. The review examines the pattern of publication growth, identifies the papers with the highest citation counts, determines the primary sources of these articles, assesses the productivity of writers, analyzes the leading countries contributing to the field, and identifies the prominent subject areas within the research domain. Based on the results of our investigation, it can be concluded that Thailand exhibits the highest level of productivity in terms of publications and citations. Education and Information Technologies is widely recognized as the primary scholarly resource in its field. Through the co-occurrence of keywords analysis, we determined that the most significant keywords associated with steam learning environment on gamification systems to promote innovators are gamification, creative thinking, steam education, design thinking and digital learning ecosystem and so on. The computer science and social science domains have the highest number of published documents.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

This study aims at a detailed analysis of bibliometric studies in science education through articles published in peer-reviewed journals. The bibliometric network analysis performed on 846 articles in the Scopus database was conducted on the bibliographic data obtained using the VOSviewer program. In the citation analysis phase, the bibliometrix program, Lotka's law and author impact ratio measurements were used. The results obtained provide trends in the field of science education and important clues for researchers. According to the results obtained, it was determined that the most studies were carried out in 2022, according to years. According to the keyword analysis, it showed that the most frequently used keywords in articles were "education", "research", "bibliometrics", "citation analysis". Looking at the most frequently used terms, the terms "research productivity", "pandemic", "h index", "average" are respectively according to their high relevance scores. It has emerged that the most cited countries are the Spain, America, China, Brazil respectively. "Scientometrics", "Sustainability (Switzerland)", "Computers and Education", "Journal of the American Society for Information Science and Technology" are the most cited journals in studies.

A thorough literature search is a key feature of scoping reviews. We investigated the search practices used by social science researchers as reported in their scoping reviews. We collected scoping reviews published between 2015 and 2021 from Social Science Citation Index. In the 2484 included studies, we observed a 58% average annual increase in published reviews, primarily from clinical and applied social science disciplines. Bibliographic databases comprised most of the information sources in the primary search strategy (n = 9565, 75%), although reporting practices varied. Most scoping reviews (n = 1805, 73%) included at least one supplementary search strategy. A minority of studies (n = 713, 29%) acknowledged an LIS professional and few listed one as a co-author (n = 194, 8%). We conclude that to improve reporting and strengthen the impact of the scoping review method in the social sciences, researchers should consider (1) adhering to PRISMA-S reporting guidelines, (2) employing more supplementary search strategies, and (3) collaborating with LIS professionals.

The research aims to analyse the most current (2015-2023) literature on STEM education to gain a deeper understanding of current trends, priorities and developments in the field of STEM education. Scientific studies determined within the scope of the study were examined using bibliometric and content analysis methods, which are among the systematic compilation methods. First, access to the WoS database was gained, and a subject-based search was conducted using the keywords "STEM education" and "Meta-analysis." In this context, 38 scientific studies containing these relevant keywords were found in the search. The collected data were initially analyzed on the basis of descriptive attributes in the WoS. Subsequently, the listed publications were analyzed using the bibliometric analysis tool VOSviewer for bibliographic attributes, including citation counts, co-citation, co-authorship, cooccurrence, and bibliographic coupling analysis types, based on authors, institutions, and countries. Finally, 18 articles from these scientific publications were evaluated through content analysis in terms of various characteristics of following the PRISMA flowchart. The most prominent keywords associated with the examined concepts included technology-related terms like "computer-based learning," "digital game-based learning," "academic achievement," "active learning," and "problem-centered instruction." Furthermore, the general focus of scientific studies appears to be on determining the impact of a STEM education method on student performance.

Since its onset, scholars have characterized social media as a valuable source for data collection since it presents several benefits (e.g. exploring research questions with hard-to-reach populations). Nonetheless, methods of online data collection are riddled with ethical and methodological challenges that researchers must consider if they want to adopt good practices when collecting and analyzing online data. Drawing from our primary research project, where we collected passive online data on Reddit, we explore and detail the steps that researchers must consider before collecting online data: (1) planning online data collection; (2) ethical considerations; and (3) data collection. We also discuss two atypical questions that researchers should also consider: (1) how to handle deleted user-generated content; and (2) how to quote user-generated content. Moving on from the dichotomous discussion between what is public and private data, we present recommendations for good practices when collecting and analyzing qualitative online data.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

The "Memorandum on Lifelong Learning" was launched in October 2000 by the European Commission and has been debated ever since in all member states of the European Union, leading to the publication of a follow-up document in 2001 which promoted a "European area of lifelong learning". The "Memorandum" was a unique document in terms of both form and content, and its outcome and immediate impact were remarkable. But what is the long-term effect of this document, considering policymaking processes and scholarly debates in various EU member states and beyond? The authors of this article aim to answer this question by highlighting the "Memorandum's" "key messages" and analysing how it is referenced in academic papers and publications. Their main findings confirm the "Memorandum's" significant impact, including a long-term one, particularly in raising awareness of the importance of adult education in the political debate. Despite a decrease in explicit references to the document in policy papers over the past ten years, other more recent references to the "Memorandum" can still be identified in the latest policy documents and academic debates. Scholarly papers are particularly interested in critical content analysis, pointing out the strengths and limitations of the "Memorandum" and its follow-up document. During the past decade, the academic debate has become more active than in the first ten years since the "Memorandum's" publication, demonstrating its long-term impact on various sectors in the field of lifelong learning, even outside Europe.

The present study assesses linguistic and geographic diversity in selected outlets of SLA and multilingualism research. Specifically, we examine over 2,000 articles published in specialized top-tier journals, recording the languages under study and their acquisition order, author affiliations, the country in which the research was conducted, and citations. In the sample, there were 183 unique languages and 174 unique pairings, corresponding to 3 per cent of the world's 7,000 languages and less than 0.001 per cent of 24.5 million possible language combinations. English was overwhelmingly the most common language, followed by Spanish and Mandarin Chinese. North America and Western Europe were both the main producers of knowledge and the main sites for research on multilingualism in the sample. Crucially, the regions with the highest levels of linguistic diversity and societal multilingualism (typically the Global South) were only marginally represented. The findings also show that studies on English and northern Anglophone settings were likely to elicit more citations than studies on other languages and settings, and that less studied languages were included more frequently in article titles.

This systematic review examined research on moderators in asynchronous online discussions (AODs) through a review of 52 sources published over the past four decades. Areas of interest included conceptual frameworks cited in research, publication trends, instructional contexts, research methods and characteristics, and descriptions of the role of the moderator with implications for practice. Results indicate: (1) nearly half of the publications did not cite a conceptual framework focused on moderation; (2) the field is diverse with a wide variety of themes for research designs, outcomes, foci, and questions; (3) half of reviewed publications involved case studies or similarly limited study designs; (4) the majority of publications collected data on students in higher education, but there was a lack of consistency in the reporting of demographic information; (5) research foci tended toward investigating peer moderators or the role of the instructor; (6) research questions tended to focus on strategies of moderators or student performance and discussion quality; (7) most definitions or expectations of a moderator included discussion and social management duties. We conclude by discussing the implications of some of the findings and future research options.

Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learningmotivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.

Bibliometric reviews of research have gained increased popularity since the mid-2010s. Yet, many readers may be uncertain as to the purpose and method of bibliometric reviews. This article provides an introduction to bibliometric reviews, clarifies their purpose, and elaborates on methods of data collection, analysis, and interpretation. The latter half of the article is devoted to an illustrative, state-of-the-science, bibliometric review of research on problem-based learning (PBL). In this illustrative review, the author applied descriptive statistics, citation analysis, and co-citation analysis to a database of 5,764 Scopus-indexed documents on problem-based learning published between 2017 and 2022. The analyses found increasing diversity of the PBL knowledge base with respect to geographical sources, subject area origins, and focus of the research compared with findings reported in past reviews. Author co-citation analysis visualized the intellectual structure of the recent PBL literature revealing four dominant schools of thought: Interdisciplinary PBL Theory and Practice, Active Learning, Social and Experiential Learning, and PBL Process. The findings highlight the continuing growth and spread of PBL, as well as a trend of integration with other methods of experiential and active learning.

This study's main objective is to present bibliometric data on articles related to digital educational environments (DEEs) published in the journals indexed in Scopus database between 2003 and February 2023. The data collected from 61 articles published within the study's scope were subjected to bibliometric analysis based on six categories: number of articles and citations, most cited articles, most used keywords, most influential countries, most-important institutions, and the most important journals. This study was designed as a descriptive study and offers bibliometric network maps of the most popular papers, keywords and countries, institutions, and journals. VOS viewer was used to create network diagrams and bibliometric analyses. The bibliometric analysis showed that the most frequently used keywords were digital learning environment(s), digital educational environment. The most prolific authors related to DEE are Antón-Sancho, Vergara, Barana, and Marchisio. The results showed that DEE studies were started in 2003 and the most articles were published in 2021. This study presents a global perspective on DEEs and proposes vision for future research.

The purpose of this study is to examine the publications conducted in education related to virtual worlds with the bibliometric analysis method. This study employed the appropriate keywords determined via digging the Web of Science database. A total of 2,978 publications meeting the criteria of the current study were examined. VOSviewer software was used for the analysis. We utilized co-authorship analysis to see the descriptive characteristics of the examined publications. The most conducted type was proceedings and the number of publications fluctuated over time with a peak in 2012. England, USA, and Spain had the most publications among the countries, and Open University, Coventry University, and the Polytechnic University of Bucharest had the most publications among the organizations. The majority of the studies were published in the journal of Computers & Education, British Journal of Educational Technology, and Interactive Learning Environments. For revealing the most common keywords, we used the co-occurrence analysis. "e-learning", "second life" and "higher education" were the most occurred keywords in the publications. The citations analysis was used to see which authors and publications were mostly cited in the examined papers. The most cited authors were Dede, C., Lan, Y. and Ketelhut, D. J. According to the analysis of the cited references, Dalgarno and Lee, (2010), Merchant, Goetz, Cifuentes, Keeney-Kennicutt, and Davis, (2014) and Dunleavy et al. (2008) were the most cited studies. Technological developments have affected the interest in the use of VWs in education. As a new type or extension of virtual worlds, metaverse promises new opportunities in education. The findings of this study would present a road map for those future research to see the general picture of the relevant area.

Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.

The purpose of this study is to reveal the status of scientific publications on learning analytics from the past to the present in terms of bibliometric indicators. A total of 659 publications on the subject between the years 2011-2021 were found in the search using keywords after various screening processes. Publications were revealed through descriptive and bibliometric analyses. In the study, the distribution of publications by years and citation numbers, the most published journals on the subject, the most frequently cited publications, the most prolific countries, institutions and authors were examined. In addition, the cooperation between the countries, authors and institutions that publish on the subject was mentioned and a network structure was created for the relations between the keywords. It has been determined that research in this field has progressed and the number of publications and citations has increased over the years. As a result of the bibliometric analysis, it was concluded that the most influential countries in the field of learning analytics are the USA, Australia and Spain. The University of Edinburgh and Open University UK ranked first in terms of the number of citations and Monash University as the most prolific institutions in terms of the number of publications. According to the keyword co-occurrence analysis, educational data mining, MOOCS, learning analytics, blended learning, social network analysis keywords stand out in the field of learning analytics.

"International Journal of Assessment Tools in Education" (IJATE) is one of the educational journals that is indexed in major worldwide databases such as Web of Science (WoS) and ERIC. This study presents the bibliometric characteristics of articles published in IJATE between 2014 and 2021 through the bibliometric analyses. Harzing's "Publish or Perish software" was used to collect citation data from WoS and Google Scholar databases as a tool to analyze the impact of articles. Firstly, when contributing institutions are analyzed, especially in recent, it is seen that researchers from countries such as France and Kuwait have been contributing to the journal with publications produced through international collaboration. Moreover, when the average citation numbers per article is calculated, it is understood that Australia (13) and Canada (3.5) are the countries that contribute significantly to the visibility of the journal. Such a trend will contribute significantly to the international recognition of the journal soon. On the other hand, there is a statistically significant positive relationship (r = 0.339; p < 0.01) between usage count and the number of citations by WoS. Our results reveal that while the number of references used in the articles was in consistent with the literature, the average article title lengths (12 ± 3) were slightly longer than the ideal length (10 ± 3). The results will provide important contributions to editors, reviewers, and authors in the journey of IJATE from local to global. The findings can guide authors, the editors and referees and also serve as a potential roadmap for the future studies and journal.

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

This study examined the impact of journals that focus on supporting individuals with learning disabilities (LDs). We analyzed the visibility of 360 articles that appeared in seven scholarly outlets (ILD, IJRLD, JLD, LDCJ, LDMJ, LDQ, and LDRP) over a one-year period (2022). Using a two-year Google-based Journal Impact Factor (two-year GJIF), the Journal of Learning Disabilities (JLD) was found to have the greatest impact as measured by the number of citations. JLD articles published in 2020-2021 were referenced an average of 9.24 times in 2022, compared to the remaining journals, which were referenced between 1.45 and 6.00 times. However, the variation in citations for different papers was enormous, even within specific journals (e.g., one JLD study reached 61 citations, while others were not even quoted once). It is essential that key findings about how to effectively support individuals with LDs are disseminated as widely as feasible. Only then will it be possible for them to reach their potential and find their place in the mainstream of society.

This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme's potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are 'education', 'finance education', 'banking education' and very limited 'Islamic finance education'. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, "zakat" education and "waqf" as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.

This bibliometric study examined the development of research on the learning and teaching of second language (L2) listening from 1948 to 2020 (73 years). Specifically, the study involved: (1) a search and analysis of all the noun phrases to identify important research topics in the abstracts of the published journal articles on L2 listening over the 73 years (divided into three periods) using self-made Python scripts and (2) three co-citation analyses of the references in these articles regarding highly cited authors, publications, and journals, respectively, via the VOSviewer program. The keyword/phrase analysis produced results that helped uncover and delineate the research trends in L2 listening across the three time periods. The co-citation analyses identified the most highly cited authors, publications, and journals as well as the interrelations among the most highly cited items in each of the three categories illustrated with network maps. The results of the analyses and their implications are discussed.

In higher education, international research collaboration functions as a visible mechanism of cooperation and competition, serving as a proxy for quality and academic excellence. Open universities use revolutionary education models but are not often associated with quality or academic excellence. To investigate the impact of international research collaboration by active researchers affiliated with open institutions, a bibliometrics analysis was conducted of three open universities and nine traditional, comparative universities between 2000 and 2022. The results indicate that research outputs that are open access, sponsored and funded, and developed with international coauthors have positive and statistically significant effects on citation counts. Moreover, international research collaboration significantly affects all universities, not just open institutions. The results conclude that researchers affiliated with open universities are only 4.3% less cited than their comparative peers, which is attributed to publication factors, research disciplines and subject areas, and journal characteristics. Findings are discussed and imply a strategic shift in the institutional functions and outputs of open universities as collaborative conduits of knowledge production and dissemination.

MOOCs (massive open online courses) have attracted considerable attention from researchers. Fueled by constant change and developments in educational technology, the trends of MOOCs have varied greatly over the years. To detect and visualize the developments and changes in MOOC research, 4,652 articles published between 2009 and 2021 were retrieved from Web of Science and Scopus with the aid of CiteSpace. This study sought to explore the number of publications, co-citation network, cluster analysis, timeline analysis, burstness analysis, and dual-map overlays based on co-citation relationships. The first finding was that the number of publications on MOOCs had increased consistently, and grew especially quickly between 2013 and 2015. Second, the main topic of the top 10 co-cited studies revolved around the problem of learner continuance. Third, blended programs, task-technology fit, and comparative analysis have emerged as popular subjects. Fourth, the development of MOOC research has followed distinct phases, with 2009 to 2012 the starting phase, 2013 to 2015 the high growth phase, 2016 to 2018 the plateau phase, and 2019 to 2021 another peak phase. Lastly, both cluster analysis and dual-map overlays provided empirical evidence of cross-disciplinary research. Our findings provided an in-depth and dynamic understanding of the development and evolution of MOOC research and also proposed novel ideas for future studies.

This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-related fields in Web of Science. Using bibliometric techniques, we assessed research trends, author co-citations and journal citations to reveal an evolving publication landscape, including shifts in locations of productive researchers, influential articles, and leading journals publishing CCE studies. Bibliometric techniques help to identify the intellectual knowledge structure and inter-journal referencing, encompassing Theoretical Basis of CCE, Psychology of CCE and Communication, Climate Change within Socioscientific Issues, Conceptions of Climate Change, and Epistemology in CCE. Based on the trends, association networks, limitations and gaps revealed by this analysis, we conclude with suggestions for future research.

This document analysis sought to examine the nature and scope of articles relating to teaching and giftedness published in Australia's only gifted education journal -- the Australasian Journal of Gifted Education (AJGE) from 1992 to 2024. Utilising the Publish or Perish software program to identify a corpus of related literature published in the AJGE since its inception, 43 articles were chosen as fitting the search criteria. For each article, basic descriptors are provided including the frequency of citing other research from within the AJGE. Previous research has identified limitations in Australian gifted education research but also acknowledged the small and relatively young field's promising achievement of a level of recognition through a developing citation profile (Jolly et al., 2024). Yet this could be enhanced through a more dedicated commitment on the part of Australian researchers to cite relevant Australian research wherever possible, to ensure the continued progression of our citation profile. This study provides insight into citing patterns by AJGE authors in one topic area, in the hope that it will encourage future contributors to more frequently examine and cite local research in the field.

Service learning has evolved into one of the prominent experiential learning pedagogies used in engineering. Nonetheless, educators lack a comprehensive review that encompasses the full literature in engineering education. This review analysed 837 Scopus-indexed documents published between 1995 and 2023. Descriptive analysis revealed a steadily growing body of research. Although a majority of the service learning documents were authored in the United States, there was evidence of increasing geographic diversity. Co-citation analysis identified three thematic pillars in this literature: Project-based Service Learning, Integration of Service Learning, and Student Experience and Learning Outcomes. Keyword co-occurrence analysis underscored an increasing focus on community engagement, student perceptions and experiences, empathy and human-centered design, and sustainability. Future research avenues include exploring service learning in diverse contexts, advancing theoretical frameworks, examining intersections with other active pedagogies, incorporating perspectives from a wider range of stakeholders, and investigating further the integration of sustainable practices and emerging technologies into service learning initiatives.

This study conducted a systematic review to identify the mainstreams of contemporary digital reading research. We performed a co-citation network analysis to examine the streams and features of key topics in digital reading research. We also performed content analysis and used the bibliometrix R-package to map digital reading research themes and identify several trends in the field. In this study, we (a) identified three mainstreams of research within the digital reading co-citation network (namely, differences in reading comprehension between print books and e-books, adolescents' habits and preferences related to digital reading and their digital reading literacy, and the analysis of reading behaviors as well as the use of interactive learning books); (b) determined that most studies on digital reading have employed quantitative or mixed methods, involved the use of tests and questionnaires to evaluate learners' performance, and have not focused on specific application domains or learning strategies; and (c) discovered that most studies on digital reading had investigated the affective aspects of learners' experiences, followed by cognition, learning behavior, and correlation or cause-and-effect analysis. We identified "engagement," "digital media," and "digital literacy" as key topics in research on digital reading. Directions for future research and digital reading education are provided..

Academic integrity fosters a culture of honesty, trust, and respect within the educational community. Evidence indicates that manual plagiarism checks through human judgment remain prevalent in undergraduate theses, terminal assignments, and group projects in developing countries. To fill this gap, we engaged with students and staff of the Kwame Nkrumah University of Science and Technology, Ghana, to propose a new plagiarism detection architecture, a novel open-source algorithm, and a web-based application for plagiarism detection and prevention. We demonstrate the performance of our algorithms, discuss the results, and suggest avenues for future research to advance this field.

This research reviews 56 robots in science education (RSE) research articles published in SSCI (Social Sciences Citation Index) journals in the Web of Science (WoS) database. The analysis results showed that there were three clusters of RSE studies: robots in elementary science education, robot-based STEM activities, and robot-facilitated computational thinking. In terms of the research issues, more studies were conducted across-disciplines. Regarding thematic classifications, "general benefits of educational robots" was the most frequently investigated issue, while "diversity and broadening participation," and "creativity and motivation" were less frequently discussed. The most adopted research methods were quantitative and mixed methods, focusing on measuring learners' cognition and affect. Most of the interventions in the empirical studies adopted pedagogical interventions. In terms of the interaction issue, LEGO was adopted the most, followed by self-made robots; moreover, robots frequently played the role of tools in science education. From the perspective of specific robotics content knowledge, "control" (e.g. programming) comprised the majority. The most adopted learning strategy was project-based learning, followed by issue-based discussion. Regarding assessment issues, the most adopted evaluation approaches to evaluating students' performance were questionnaires, observation, verbal interviews, and artifacts to assess the quality of learning activities.

This article performs bibliometric analysis to study the contributions of Saudi institutions in the education field in journals indexed in the Social Science Citation Index (SSCI) and Science Citation Index-Expanded (SCI-EXPANDED). Publications from 1991 to 2020 were assessed. Characteristics of document types, publication outputs, Web of Science categories and journals, and publication performances in terms of quantity for countries and institutes were investigated. To investigate performance quality, citation histories of the most frequently cited articles in the 30 years and the most frequently cited articles in 2020 were examined. The number of citations from the WoS Core Collection in the most recent year, total number of citations since the publication year 2020, and citations per publication were used to evaluate publication performances. Results showed that educational research articles were substantially published in the last decade. The most number of articles were published in the category of scientific disciplines education, followed by the education and educational research category. For international collaboration, Saudi Arabia had the most number of international collaborations with the US. However, articles that were collaborated with Germany had the highest impact. King Saud University was the most productive institution in terms of high-quantity and high-quality published articles.

An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.

Purpose: The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots. Design/methodology/approach: This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering. Findings: Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students' perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education. Research limitations/implications: The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective. Originality/value: This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

"Best Practices in School Psychology" is one of the most influential books in school psychology history. Originally published in 1985 by Thomas and Grimes, it was the first book offered by the National Association of School Psychologists. Its six editions have been revised every 5-8 years. Utilizing Publish or Perish as well as cross-referenced tables of contents from "Best Practices," a bibliometric analysis of its 589 chapters and 37 appendices was completed. Results yielded 15,812 citations in Google Scholar--most citations (6,448) stem from its fourth edition, published in 2002. One chapter by Good et al. (2002) was cited more than 400 times, and five other chapters were cited more than 300 times. In all, 42 chapters were cited more than 100 times. Content analysis revealed that most chapters primarily addressed domains reflecting data-based decision making and interventions. The 79 most cited chapters generated almost two-thirds of all citations, and at least one-third of the citations to each of the 10 most cited chapters emerged from student projects, such as theses and dissertations. The editors, authors, and reviewers of "Best Practices" have produced a massive number of chapters across six editions, and although these publications were initially intended to guide practicing school psychologists, they have had a substantial impact on scholarship, including student projects.

This paper focuses on the tension between two political rationalities coordinating Danish higher education (HE) -- a nativist politics of belonging and that of status competition and its technologies of university rankings, citation indexes, and performance management, explored historically drawing on Gramscian conjunctural analysis. The paper argues that Danish academics were invited into a performative culture of world-class research, university rankings and citation indexes, and the dominance of English as the valued scientific language. Simultaneously a political consensus has developed around restricting international student access to Danish HE and reducing English-medium education in a context of hostility towards migrants generally. Consequently, Danish HE has been constituted as a nationalist public good with neoliberal characteristics.

Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term "mathematical flexibility" has been used by teachers, researchers, and policy makers for more than 2 decades. Although there seems to be consensus on the importance of mathematical flexibility as a construct, the way it is defined and described is inconsistent. Without a clear and consistent definition of mathematical flexibility, it is impossible to develop accurate measures of the construct or to improve instructional strategies to promote its use. Therefore, this systematic literature review examines the way mathematical flexibility has been defined, taught, and measured. Using a combination of descriptive statistics and qualitative content analysis, articles were coded for themes around definitions, instruction, and measurement. Finally, we looked at connectivity between authorship to examine relationships between citations of how mathematical flexibility was defined.

The study explores journal citations from 104 doctoral dissertations in sociology from 2010 to 2021 at the Pennsylvania State University. A citation analysis of 10,395 journal citations explores journal use from three graduate degree programs in sociology. Journal use is based on the top 32 journals for concentration of citations (CitRank), number of dissertations citing the journal (DissRank), and the average (CDRank). Forty journals are identified from 38 dissertations (degree in sociology), 40 journals from 57 dissertations (dual degree for sociology and demography), 34 journals from nine dissertations (dual degree for sociology and criminology), and 41 journals from 104 dissertations. An analysis of variance and correlation is conducted to determine the strength of the relationship of the three measures of use. The study identifies 71 unique journal titles from all degree programs and a core of 13 journals.

Bibliometric analysis, an approach introduced by the library and information sciences, attempts to unravel the relationships between a large number of scientific literature by using quantitative methods. "Economics of Education Review" was founded in 1981 to meet the needs of a growing number of research in the economics of education. The journal has evolved to become a top field journal that focuses on high quality research in an interdisciplinary field that combines educational studies and economics. It specializes in human capital production and the returns to human capital as well as in education policy and finance. We examine collaboration patterns using an approach introduced by the library and information sciences. The current research shows hidden patterns among scientific actors to offer a comprehensive understanding of the knowledge structure of this top field journal by employing network analysis such as bibliographic coupling, co-authorship and co-citation analysis. It also presents a thematic overview by analyzing author keyword co-occurrence and by classifying articles into six thematic clusters to highlight past themes and current trends in the field of economics of education. Our results suggest a shift in the focus of research, with more topics on measuring the impact of preschool programs, quality education, higher education attainment, gender, race and peer effects playing an important role in this area of scientific research.

The evaluation of research to allocate government funding to universities is now common across the globe. "The Research Excellence Framework," introduced in the UK in 2014, marked a major change by extending assessment beyond the 'quality' of published research to include its real-world 'impact'. Impact submissions were a key determinant of the £4 billion allocated to universities following the exercise. The case studies supporting claims for impact are therefore a high stakes genre, with writers keen to make the most persuasive argument for their work. In this paper we examine 800 of these 'impact case studies' from disciplines across the academic spectrum to explore the rhetorical presentation of impact. We do this by analysing authors' use of hyperbolic and promotional language to embroider their presentations, discovering substantial hyping with a strong preference for boosting the novelty and certainty of the claims made. Chemistry and physics, the most abstract and theoretical disciplines of our selection, contained the most hyping items with fewer as we move along the hard/pure - soft/applied continuum as the real-world value of work becomes more apparent. We also show that hyping varies with the "type" of impact, with items targeting technological, economic and cultural areas the most prolific.

Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studies aimed to determine the extent to which glosses can impact L2 vocabulary learning and the moderators that can mediate the results of meta-analytic studies. This study integrated meta-analytic studies with document co-citation analysis (DCA) to elicit a fine-grained view of the thematic associations of relevant citing studies with the issue of glosses and L2 vocabulary learning. To address this issue, 18 target studies (N = 2991 participants) were selected as the study sample. Results revealed that glosses had an overall large effect size on L2 vocabulary acquisition (Hedge's g = 1.27); however, the effect size varied from small to large, depending on the level of proficiency of the learners. Concerning the tests type moderator, the effect size was large for recognition test but medium for vocabulary recall test. Results of the DCA (18 cited articles and 802 citing articles) identified 10 core papers, with highly significant co-citations, and 257 citing references, indicating the highly thematic relatedness of the target studies, and citing references to the issue under investigation.

Purpose: This research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and documents and reveal the intellectual structure of the field. Design/methodology/approach: This paper analyzed the articles published on the related subject in the Web of Science (WoS) and/or Scopus. Based on certain exclusion criteria, analyses were conducted on a total of 259 articles. The data were then subjected to descriptive analyses and bibliometric analyses. Findings: The review found that the teacher autonomy knowledge base has grown dramatically since 2004. In the co-citation analysis, it was determined that four clusters focused on the themes of professionalism and professional development, leadership and self-efficacy, autonomy in language teaching and learning and self-determination theory. According to the co-word analysis in this review, the most co-occurring keywords were revealed to be "teacher autonomy," "autonomy," "teachers," "teacher professionalism" and "professional development." Originality/value: Despite increasing numbers of systematic reviews focusing on educational administration and leadership, this paper represents the first bibliometric review conducted to reveal the development of research on teacher autonomy using both the WoS and Scopus databases. Teacher autonomy can be regarded as an emerging field of study backed up by a theoretical background. Although there are some distinct prominent scholars in the research area, autonomy research still needs more scholars to specialize in the field.

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

This study examines the correlational relationships between local journal authorship, local and external citation counts, full-text downloads, link-resolver clicks, and four global journal impact factor indices within an all-disciplines journal collection of 12,200 titles and six subject subsets at the University of Illinois at Urbana-Champaign (UIUC) Library. While earlier investigations of the relationships between usage (downloads) and citation metrics have been inconclusive, this study shows strong correlations in the all-disciplines set and most subject subsets. The normalized Eigenfactor was the only global impact factor index that correlated highly with local journal metrics. Some of the identified disciplinary variances among the six subject subsets may be explained by the journal publication aspirations of UIUC researchers. The correlations between authorship and local citations in the six specific subject subsets closely match national department or program rankings.