A Bibliometric Analysis of Digital Pedagogy Studies in Education

Abstract

This study was conducted using bibliometric analysis methods to examine the current state and key trends in the digital pedagogy literature. The research was carried out using data obtained through systematic searches of the expression “digital pedagogy” across five major academic databases (Dimension, Lens, PubMed, Scopus, and Web of Science) for the years 1999–2024. In the data collection process, search queries, filtering criteria, and output formats were meticulously defined; the collected data was integrated and cleaned using Excel and R’s Biblioshiny package, with duplicate records removed to create a final dataset of 874 unique records. During the analysis phase, publication distribution, leading authors, most cited articles, journals, and keyword trends were thoroughly examined. The findings reveal a notable increase in the digital pedagogy literature, particularly since 2014, with a significant rise in publications during the 2019–2024 period. This indicates that digital technologies are playing an increasingly central role in education and that digital pedagogy research is becoming an important, rapidly growing field. The study’s results provide significant academic and practical insights by identifying trends, gaps, and potential areas for development in the literature. In this context, it is recommended to promote interdisciplinary and international collaborations, as digital pedagogy is a multidisciplinary field; to support bibliometric findings with qualitative content analyses to better understand theoretical and methodological trends; to focus on digital pedagogical competencies in teacher education programs; to develop innovative and inclusive education policies centered around digital pedagogy; to focus on current themes such as artificial intelligence and digital skills; and to expand future analyses to include not only journal articles but also theses, conference papers, and book chapters, thereby broadening the scope of academic publications. Furthermore, it is also crucial to conduct more research in areas such as artificial intelligence-supported learning systems within digital pedagogy.

Keywords

• Education
• digital pedagogy
• bibliometrics
• R-Studio

Eğitimde Dijital Pedagoji Çalışmalarına Yönelik Bir Bibliyometrik Analiz

Abstract

Bu çalışma, dijital pedagoji literatürünün mevcut durumu ve temel eğilimlerini incelemek amacıyla bibliyometrik analiz yöntemini kullanarak gerçekleştirilmiştir. Araştırma, 1999-2024 yılları arasında Dimension, Lens, PubMed, Scopus ve Web of Science gibi beş büyük akademik veri tabanında “digital pedagogy” ifadesine dayalı sistematik aramalar yoluyla elde edilen veriler üzerinden yürütülmüştür. Veri toplama sürecinde arama sorguları, filtreleme kriterleri ve çıktı formatları titizlikle belirlenmiş; elde edilen veriler Excel ve R’nin Biblioshiny paketi kullanılarak entegre edilip temizlenmiş ve yinelenen kayıtlar ayıklanarak nihai analiz için 874 benzersiz kayıt oluşturulmuştur. Analiz aşamasında, yayın dağılımı, önde gelen yazarlar, en çok atıf alan makaleler, dergiler ve anahtar kelime trendleri detaylı olarak incelenmiştir. Bulgular, dijital pedagoji literatüründe özellikle 2014 yılından itibaren belirgin bir artış olduğunu ve 2019–2024 döneminde yayın sayısının ciddi oranda yükseldiğini ortaya koymaktadır. Bu durum, dijital teknolojilerin eğitimde giderek daha merkezi bir rol oynadığını ve dijital pedagoji araştırmalarının sürdürülebilir, hızla büyüyen bir alan olarak önem kazandığını göstermektedir. Çalışmanın sonuçları literatürdeki eğilimleri, boşlukları ve potansiyel gelişim alanlarını ortaya çıkararak akademik ve uygulamaya yönelik önemli çıkarımlar sunmaktadır. Bu kapsamda, dijital pedagoji çok disiplinli bir alan olması bakımından disiplinlerarası ve uluslararası iş birliklerinin teşvik edilmesi; bibliyometrik bulguların nitel içerik analizleriyle desteklenerek kuramsal ve metodolojik yönelimlerin daha iyi anlaşılması; öğretmen eğitimi programlarında dijital pedagojik yeterliklere odaklanılması; dijital pedagojiyi merkeze alan yenilikçi ve kapsayıcı eğitim politikalarının oluşturulması; yapay zekâ ve dijital beceriler gibi güncel temalara odaklanılması ve gelecekteki analizlerin yalnızca makalelerle sınırlı kalmayıp tezler, konferans bildirileri ve kitap bölümleri gibi farklı akademik yayın türlerini de kapsayacak şekilde genişletilmesi önerilmektedir. Ayrıca, dijital pedagojinin yapay zekâ destekli öğrenme sistemleri gibi alanlarda daha fazla araştırma yapılması da önem arz etmektedir.

Keywords

• eğitim
• dijital pedagoji
• bibliyometri
• r-studio

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