Teacher Resistance in Digital Education: Topic Modeling and Temporal Analysis of International Research Trends

Öz

This study aims to systematically examine the academic literature on teacher resistance to digital and distance education. A total of 535 articles published between 1999 and 2026 were evaluated using bibliometric analysis. Data were obtained from international scientific databases, and analyses were performed using the R-based Bibliometrix platform and the LDA topic modeling method. The findings show a dramatic increase in publications in the literature after the COVID-19 pandemic and that the theme of teacher resistance is addressed in a multidimensional way. The most productive countries include the USA, China, and the UK; while the journals contributing the most were Education and Information Technologies and Education Sciences. Thematic analyses show that titles such as "Student Engagement," "Technology Integration," "Emergency Remote Teaching," and "Teacher Resistance" are increasingly prominent in the literature. It was determined that the theme of "Student Engagement in Digital Learning" became the most dominant topic, particularly during the 2024–2026 period. The study presents strategic implications for researchers and policymakers by revealing trends in the literature.

Anahtar Kelimeler

• Teacher resistance
• digital education
• emergency remote teaching
• gender
• topic modeling

Dijital Eğitimde Öğretmen Direnci: Uluslararası Araştırma Trendlerinin Konu Modellemesi ve Zaman Analizi

Öz

Bu çalışma, öğretmenlerin dijital ve uzaktan eğitime karşı direncine ilişkin akademik literatürü sistematik olarak incelemeyi amaçlamaktadır. 1999 ile 2026 yılları arasında yayınlanan toplam 535 makale, öncelikle bibliyometrik analiz kullanılarak değerlendirilmiş, ardından konu modelleme yöntemi ile analiz edilmiştir. Veriler uluslararası bilimsel veri tabanlarından elde edilmiş ve analizler R tabanlı Bibliometrix platformu ve LDA konu modelleme yöntemi kullanılarak gerçekleştirilmiştir. Bulgular, COVID-19 pandemisinden sonra literatürdeki yayınlarda dramatik bir artış olduğunu ve öğretmen direnci temasının çok boyutlu bir şekilde ele alındığını göstermektedir. En üretken ülkeler arasında ABD, Çin ve İngiltere yer alırken, en çok katkıda bulunan dergiler" Education and Information Technologies" ve "Education Sciences" olmuştur. Tematik analizler, "Öğrenci Katılımı", "Teknoloji Entegrasyonu", "Acil Uzaktan Eğitim" ve "Öğretmen Direnci" gibi konuların literatürde giderek daha belirgin hale geldiğini göstermektedir. Özellikle, "Dijital Öğrenmede Öğrenci Katılımı" temasının 2024-2026 döneminde en baskın konu haline geldiği belirlenmiştir. Bu çalışma, literatürdeki eğilimleri ortaya koymakta ve araştırmacılar ve politika yapıcılar için stratejik çıkarımlar sunmaktadır.

Anahtar Kelimeler

• Öğretmen direnci
• dijital eğitim
• acil uzaktan eğitim
• cinsiyet
• konu modellemesi

Kaynakça

1. Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12(1), 27-50. https://doi.org/10.1016/j.aci.2014.09.001
2. Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicatio: South African Journal for Communication Theory and Research, 35(2), 185-200. https://doi.org/10.1080/02500160903250648
3. Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752. https://doi.org/10.1016/j.chb.2010.01.011
4. Christensen, M. K., Nielsen, K. J. S., & O’Neill, L. D. (2022). Embodied teacher identity: a qualitative study on ‘practical sense’as a basic pedagogical condition in times of Covid-19. Advances in Health Sciences Education, 27(3), 577-603. https://doi.org/10.1007/s10459-022-10102-0
5. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
6. Demšar, J., and Zupan, B. (2013). Orange: Data mining fruitful and fun—A historical perspective. Informatica. 37, 55–60.
7. Deroncele-Acosta, A., Palacios-Núñez, M. L., & Toribio-López, A. (2023). Digital transformation and technological innovation on higher education post-COVID-19. Sustainability, 15(3), 2466. https://doi.org/10.3390/su15032466
8. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440

9. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
10. Feld, A., & Kreimer, P. (2019). Scientific co-operation and centre-periphery relations: attitudes and interests of European and Latin American scientists. Tapuya: Latin American Science, Technology and Society, 2(1), 149-175. https://doi.org/10.1080/25729861.2019.1636620
11. Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2022). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83(2), 317-338. https://doi.org/10.1007/s10734-020-00657-5
12. Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293
13. Gökdaş, İ., Karacaoğlu, Ö. C., & Özkaya, A. (2024). COVID-19 and teachers’ digital competencies: a comprehensive bibliometric and topic modeling analysis. Humanities and Social Sciences Communications, 11(1), 1-17. https://doi.org/10.1057/s41599-024-04335-0
14. Gratz, E., & Looney, L. (2023). Faculty resistance to change: An examination of motivators and barriers to teaching online in higher education. In Research Anthology on Remote Teaching and Learning and the Future of Online Education (pp. 2290–2305). IGI Global. https://doi.org/10.4018/978-1-6684-7540-9.ch113
15. Hassan, G. (2023). Technology and the transformation of educational practices: A future perspective. International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS), 3(1), 1596-1603. https://radjapublika.com/index.php/IJEBAS
16. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-9. https://doi.org/10.1163/9789004702813_021
17. Joshi, D. R., Khanal, J., & Dhakal, R. H. (2023). From resistance to resilience: Teachers’ adaptation process to mediating digital devices in Pre-COVID-19, during COVID-19, and Post-COVID-19 classrooms in Nepal. Education Sciences, 13(5), 509. https://doi.org/10.3390/educsci13050509
18. Karacaoğlu, Ö. (2025). Basic skills of 21st century teachers. Australian Journal of Teacher Education, 50(1). https://doi.org/10.14221/1835-517X.6455
19. Karacaoğlu, Ö. C. (2018). Curriculum evaluation in online education: the case of teacher candidates preparing online for public personnel selection examination. International Journal of Higher Education, 7(2), 107-120, https://doi.org/10.5430/ijhe.v7n2p107
20. Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
21. Langenfeld, T. (2020). Internet‐based proctored assessment: Security and fairness issues. Educational Measurement: Issues and Practice, 39(3), 24-27. https://doi.org/10.1111/emip.12359
22. Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & education, 48(2), 185-204. https://doi.org/10.1016/j.compedu.2004.12.004
23. Lizamuddin, A., Zuhri, M. N., & Sofi, M. J. (2025). Teachers' Pedagogical Adaptation to Digital Culture: Qualitative Insights from Technology-Mediated Language Teaching. Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya, 6(02), 203-219. https://doi.org/10.22515/tabasa.v6i02.13707
24. Lomba-Portela, L., Domínguez-Lloria, S., & Pino-Juste, M. R. (2022). Resistances to educational change: Teachers’ perceptions. Education Sciences, 12(5), 359. https://doi.org/10.3390/educsci12050359
25. Makarova, E. A., & Makarova, E. L. (2018). Blending pedagogy and digital technology to transform educational environment. International Journal of Cognitive Research in Science, Engineering and Education:(IJCRSEE), 6(2), 57-66. https://doi.org/10.5937/ijcrsee1802057M
26. Masry-Herzalah, A., & Dor-Haim, P. (2022). Teachers’ technological competence and success in online teaching during the COVID-19 crisis: The moderating role of resistance to change. International Journal of Educational Management, 36(1), 1–13. https://doi.org/10.1108/IJEM-03-2021-0086
27. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
28. Mitchell, L. D., Parlamis, J. D., & Claiborne, S. A. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350–371. https://doi.org/10.1177/1052562914547964
29. OECD. (2024). Remote online exams in higher education during the COVID-19 crisis https://www.oecd.org/en/publications/remote-online-exams-in-higher-education-during-the-covid-19-crisis_f53e2177-en.html
30. Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335. https://doi.org/10.1016/j.compedu.2010.06.002
31. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 372:n71. doi: https://doi.org/10.1136/bmj.n71
32. Schubert, T., & Sooryamoorthy, R. (2010). Can the centre–periphery model explain patterns of international scientific collaboration among threshold and industrialised countries? The case of South Africa and Germany. Scientometrics, 83(1), 181-203. https://doi.org/10.1007/s11192-009-0074-2
33. Singh, H., Singh, P., & Sharma, D. (2023). Faculty acceptance of virtual teaching platforms for online teaching: Moderating role of resistance to change. Australasian Journal of Educational Technology, 39(6), 33–50. https://doi.org/10.14742/ajet.7529
34. Stumbrienė, D., Jevsikova, T., & Kontvainė, V. (2024). Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation. Education and Information Technologies, 29(2), 1697-1731. https://doi.org/10.1007/s10639-023-11891-6
35. Taştepe, M., & Özkaya, A. (2026). A bibliometric exploration of affective factors in mathematics education: research trends and thematic evolution (1978–2025). Frontiers in Psychology, 16, 1746934. https://doi.org/10.3389/fpsyg.2025.1746934
36. Tattershall, E., Nenadic, G., & Stevens, R. D. (2021). Modelling trend life cycles in scientific research using the Logistic and Gompertz equations. Scientometrics, 126(11), 9113-9132. https://doi.org/10.1007/s11192-021-04137-0
37. Toto, G. A., & Limone, P. (2021). From resistance to digital technologies in the context of the reaction to distance learning in the school context during COVID-19. Education Sciences, 11(4), 163. https://doi.org/10.3390/educsci11040163
38. Van De Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100
39. Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024). Education reform and change driven by digital technology: A bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11(1), 1-17. https://doi.org/10.1057/s41599-024-02717-y
40. Wohlfart, O., & Wagner, I. (2023). Teachers’ role in digitalizing education: An umbrella review. Educational technology research and development, 71(2), 339-365. https://doi.org/10.1007/s11423-022-10166-0