Eğitim Bilimlerinde Hayat Boyu Öğrenme: Bibliyometrik Bir Değerlendirme

Yıl 2025, Cilt: 12 Sayı: 3, 295 - 317, 23.10.2025

Murat Demirkol

https://doi.org/10.33907/turkjes.1691506

Öz

Bu çalışma, hayat boyu öğrenme (HBÖ) alanında eğitim bilimleri perspektifinden üretilmiş akademik literatürü sistematik biçimde analiz etmek amacıyla gerçekleştirilmiştir. Web of Science ve Scopus veri tabanlarında 2024 yılına kadar yayımlanmış 481 özgün makale, bibliyometrik yöntemle incelenmiştir. Çalışmada; yıllara göre yayın eğilimleri, en üretken yazarlar ve dergiler, en çok atıf alan çalışmalar, ülkeler arası işbirlikleri ve anahtar kelime kümelenmeleri analiz edilmiştir. Veriler, R Studio ve VOSviewer yazılımları kullanılarak görselleştirilmiştir. Elde edilen bulgular, HBÖ’nün zaman içinde dijitalleşme, sürdürülebilir kalkınma, eşitsizlik ve vatandaşlık eğitimi gibi çağdaş temalarla zenginleşerek disiplinler arası bir yapıya kavuştuğunu göstermektedir. İngiltere, ABD ve Kanada en fazla yayın ve atıf alan ülkeler olurken; Türkiye gibi ülkelerin katkılarının ise son dönemde artış gösterdiği görülmektedir. Anahtar kelime analizleri, HBÖ literatürünün bireysel öğrenmeden toplumsal dönüşüme uzanan çok boyutlu yapısını ortaya koymuştur. Çalışma, HBÖ alanındaki akademik üretimin yönünü, güçlü ve zayıf yönlerini belirleyerek, araştırmacılara ve politika yapıcılara yol gösterici öneriler sunmaktadır. Elde edilen sonuçlar, HBÖ alanında gelecek araştırmalara ışık tutacak kavramsal bir harita sunmaktadır.

Anahtar Kelimeler

Hayat Boyu Öğrenme , Eğitim Bilimleri , Bibliyometrik Analiz

Lifelong Learning in Educational Sciences: A Bibliometric Evaluation

Öz

This study was conducted to systematically analyze the academic literature on lifelong learning (LLL) from the perspective of educational sciences. A total of 481 original articles published in Web of Science and Scopus databases until 2024 were analyzed by bibliometric method. The study analyzed publication trends by year, most prolific authors and journals, most cited studies, cross-country collaborations and keyword clusters. The data were visualized using R Studio and VOSviewer software. The findings show that HLT has become interdisciplinary over time, enriched with contemporary themes such as digitalization, sustainable development, inequality and citizenship education. While the UK, the USA and Canada are the countries with the highest number of publications and citations, the contributions of countries such as Turkey have increased recently. Keyword analysis revealed the multidimensional nature of the HLT literature ranging from individual learning to social transformation. The study identifies the direction, strengths and weaknesses of the academic production in the field of HLT and provides guiding recommendations for researchers and policy makers. The results obtained provide a conceptual map that will shed light on future research in the field of LLL.

Anahtar Kelimeler

Lifelong Learning , Educational Sciences , Bibliometric Analysis.

Kaynakça

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