Artículos

Innovation ecosystems (IEs) have attracted growing interest from researchers, policymakers, and practitioners due to innovation’s transformative role in socioeconomic reality. The objective of this article is to conduct a comprehensive mapping of the current state of research in IEs, analyzing its evolution and outlining trends. This analysis aims to provide researchers in the field with a comprehensive guide, offering a broad review of existing studies and establishing a solid foundation for future investigations. Utilizing data from WoS and Scopus, we adopted a systematic literature review methodology, grounded in a bibliometric analysis (415 documents), followed by analysis of the most significant works. The data were analyzed using CiteSpace and Bibliometrix software. This study identified cross-cutting themes for future studies that emerge in works from different authors, interconnecting various aspects of IEs. They are the following: strategic approach and performance; dynamics of relationships among actors; governance mechanisms and adaptive capacity; digital IE; responsible IE; and research and development. The study provided an overview of the conceptual development in the area, noting changes between historical studies and recent research on IEs. The categories that reveal these elements enable scholars concerned with strategy, entrepreneurship, and public policy to make decisions through consistent analyses.

Background: Tuina has been proven to significantly relieve symptoms, demonstrating its clinical value. With the growth of related research, a comprehensive review is urgently needed to promote its development. This study aims to clarify the collaboration and current research status in the field of Tuina research using bibliometric analysis, and to discuss future directions. Methods: On February 4, 2023, the Web of Science Core Collection (WoSCC) database was searched using the keywords “tuina,””tui-na,””tui na,”and “Chinese massage”to collect literature related to Tuina from its inception until December 31, 2022. The collected literature included all types of research articles and reviews. VOSviewer, CiteSpace, Pajek, and Scimago Graphica were utilized to perform a visual analysis of annual publication volume, as well as publication volume and collaboration networks of different countries, institutions, and authors, along with journal publication volume and keyword network analysis. Results: A total of 761 publications were included in the analysis, with the total number of papers showed an increasing trend over time. The countries and institutions with the most publications were China and Shanghai University of Traditional Chinese Medicine, respectively. The authors who contributed the most were Min Fang, Qingguang Zhu, Zhiwei Wu, Lingjun Kong and Yufeng Wang. The most widely published journal in the field was the Journal of Acupuncture and Tuina Science. The clinical efficacy evaluation of Tuina therapy for musculoskeletal and spinal diseases, apoplexy sequelae, chronic diseases, and pediatric diseases were research hotspots and developing trends in this field. Conclusion: The research on Tuina has been increasing year by year. Currently, the focus of Tuina research lies in clinical studies, including the treatment of skeletal muscle and spinal diseases, stroke sequelae, chronic diseases, and pediatric illnesses, with pediatric Tuina emerging as a hot topic of research. Basic research in this field is relatively scarce, and the mechanisms of action of this therapy have not yet been fully elucidated. Future efforts in this area should aim to strengthen basic research and promote cooperation among international institutions.

A quick search on Google Scholar for the exact phrase ‘21st century skills’ resulted in three thousand plus results. More than two-third of these are dated within the last decade, indicating growing attention to the topic in the academia. The purpose of the current study is to investigate existing literature on 21st century skills by employing techniques of bibliometric and science mapping analysis to provide a helicopter view of scholarly work on 21st century skills. The search was conducted on SCOPUS database during 2021 using the keyword ‘21st century skills’ which produced 1644 results. Further refinements were made using publication year, document type and language reducing the sample size to 1281 documents. Data were analysed employing various bibliometric indicators such as number of publications, contributing authors, institutions and countries, citation, co-citation, and keywords. The results indicated an exponential growth in the number scholarly publication on the topic since 2010. Similarly, a positive trend in average citations was also observed in recent years. USA was the biggest contributor to the number of publications, followed by Indonesia, and Malaysia respectively. With respect to author collaboration, Nussbaum, M. was found the highest collaborator, followed by Griffin P., and Sharples M. while among the institutions, University of Melbourne was at the top. Analysis of the keywords revealed that, specific 21st century skills, learning tools and processes, technological advancement, and education and training are amongst the most common research themes. Findings of the current study provide insights into future research trends on the topic of 21st century skills.

Objective: To describe the characteristics of papers presented at medical student conferences of Sociedad Científica Médico Estudiantil Peruana (SOCIMEP – Peruvian Medical Student Scientific Society) between 2017 and 2019, as well as the factors related to their publication. Materials and methods: An observational, cross-sectional, bibliometric, retrospective and secondary-source study based on the books of abstracts of papers presented at scientific conferences between 2017 and 2019. The data were analyzed with the Stata Statistical Software: Release 13 using descriptive statistics. In the multivariate analysis, prevalence ratios were calculated with a 95 % confidence interval and p < 0.05 in the crude and adjusted analyses. Results: From a total of 447 papers, 170 (38.0 %) were completed research studies, 168 (37.6 %) research protocols and 109 (24.4 %) case reports. In addition, 233 (52.1 %) authors came from a university in Lima and 183 (40.9 %) were from public universities. Moreover, 376 (52.1 %) papers had an advisor among the authors, 332 (88.3 %) of whom were physicians. The frequency of publications accounted for 11.4 %. The prevalence of original-article publications was 131 % higher (aPR: 2.31; 95 % CI: 1.22–4.37, p = 0.010) and 63 % lower (aPR: 0.37; 95 % CI: 0.17–0.81, p = 0.014) among papers presented in 2019 compared to 2017, thus being statistically significant, with p < 0.05. Conclusions: One out of 10 abstracts of papers presented at SOCIMEP conferences was published; however, this number is still low. Among the factors associated with the publication were presenting a research paper as an original article and in 2019. The results of this study will help the university leadership to strengthen research through strategies and/or programs linked to the student scientific production.

With the rise of online education, universities are seeking to optimize the experience of distance learners. To do so, it is crucial to develop key competencies in future professionals, such as transferable skills, emotional regulation, professional development, self-management, and self-efficacy. Understanding the impact of the online environment on engagement is critical for the successful implementation of online programs. This article presents a systematic literature review and bibliometric analysis of 781 articles, exploring trends in publications, high-impact journals, countries, institutions, and keyword analysis with VOSviewer. The current state of the art and the latest educational trends to boost online learning are analyzed. Finally, a model is proposed that integrates the main concepts of the VOSviewer co-occurrence map in the context of online learning in higher education for graduate students. This framework offers a concrete representation for integrating online learning tools and technologies in higher education. Furthermore, this framework will be instrumental in understanding the skills needed in online education, especially critical reflection and professional competencies. It combines innovative theoretical concepts and offers a promising vision for the future of education. While e-learning has great potential, its limitations need to be addressed and efforts made to ensure that all students have equal opportunities for development in this ever-changing educational environment.

As an emerging topic, digital game-based learning holds great significance as it revolutionizes traditional modes of education by harnessing engagement and enhancing learning outcomes. We bibliometrically analyzed the current studies of digital game-based learning, aiming to explore the key topics and domains of the trend that may inspire further research and innovations. This study employed VOSviewer to explore the top ten authors, sources, organizations, and countries and established a citation network using clustering techniques in CitNetExplorer to visualize the results. Based on the research, it is found that motivation maintenance, in-game feedback, and post-game motivation are important factors impacting sustainable digital learning. This study proposes a framework comprising three elements—Preparation, Process, and Settlement—aligned with different stages of digital gaming. By integrating factors affecting learners with gaming elements, the framework aims to enhance the effectiveness and sustainability of digital learning. Future research could involve implementing game designs based on our proposed framework to evaluate its effectiveness. Additionally, there is potential to integrate AI to promote learner experiences and optimize learning outcomes.

Introduction: Inclusive physical education has gained attention globally due to its importance in fostering equity and participation for all students. However, research on this topic, particularly in secondary schools, remains limited. Objective: This study investigates the field of inclusive physical education in secondary schools using a bibliometric analysis based on data from the Scopus database. Methodology: A total of 129 articles were selected through keyword searches analyzed with the Publish or Perish software to extract relevant data, alongside VOSviewer for visualizing and interpreting results. The findings reveal that research on inclusive physical education in secondary schools remains relatively underexplored, with only 129 publications identified between 2000 and 2024. Results: The analysis uncovered ten primary keyword clusters: including (1) Attitudes, (2) Health, (3) Secondary Schools, (4) Education, (5) Physical Education, (6) Inclusion, (7) Disabilities, (8) Self-efficacy, (9) Participation, and (10) Physical Impairments. These clusters provides a comprehensive overview of the field’s thematic areas and trends. Discussion: The study concludes that significant gaps persist in the literature, emphasizing the need for further exploration to enhance understanding and practice in this field. Conclusions: Recommendations include extending research to inclusive physical education at the elementary level and focusing on methods to improve the skills and participation of children with disabilities within inclusive settings.

Digital games have gained significant attention in the field of language education. Among various educational applications, research on digital game-based vocabulary learning (DGBVL) has seen a marked increase in interest and exploration. This study presents a scientometric review based on bibliometric data from the Scopus and Web of Science Core databases. Using specific selection criteria, 364 studies published between 2008 and 2023 were identified for analysis. The findings revealed the following: (a) research on DGBVL has demonstrated considerable growth in recent years, highlighting its high potential; (b) the United States, Taiwan, Mainland China, and Hong Kong emerged as the most prolific contributors to publications in this area; and (c) major research clusters include vocabulary learning, classroom teaching improvement, WhatsApp, augmented reality (AR), and other related topics. This review offers valuable insights for scholars and researchers in DGBVL, fostering further advancements in this field.

The growing pressure to ‘publish or perish’, experienced by academia around the world, has pushed an increasing number of individual graduate programmes and universities, as well as entire higher education systems, to introduce a publication requirement as a prerequisite for the conferral of doctoral degrees. One example of the implementation of the requirement at the country level is Kazakhstan. This paper sheds light on the experience with publication requirement policies implemented at the country level by using bibliometric data from Scopus to statistically explore the effects of Ph.D. publication requirement policy on publication productivity trends in Kazakhstan. The findings reveal that the policy has increased the number of publications but has lowered the impact of research. The study suggests that measures focused on methodological training and improving the research capacity of future scholars may be more effective in strengthening the research competitiveness of countries than outcome-focused policies.

Environmental literacy needs to be provided to prospective teacher students. The ability to environmental literacy will help future teachers manage environmentally-based learning. The purpose of this research is to describe the forms of environmental literacy teaching and the instruments used to assess the environmental literacy of prospective teacher students. This research is a bibliometric study. A total of 85 pieces of literature were found in the search using the Publish or Perish (PoP) application from 2019 to 2023, and after a literature analysis process, 22 articles were deemed relevant to answer the research questions. The results of this research show that the forms of environmental literacy improvement courses used in higher education are: 1) providing materials followed by real environmental problem-solving projects, 2) providing materials followed by pedagogic projects, 3) project-based learning using microcontroller technology, 4) STEM-oriented learning, and 5) inquiry-based learning. The instruments used include multiple-choice tests, interviews, and questionnaires. Environmental literacy improvement-oriented learning is widely applied to students majoring in elementary education, science education, and biology education.

Artificial intelligence (AI) technologies continue to revolutionize various sectors, including their incorporation into education, particularly in K-12 science education, which has become evidently significant. This paper presents a bibliometric analysis and systematic review that examines the incorporation of AI technologies in K-12 science education. A total of 20 studies, comprising journal articles and conference proceedings published between 2013 and 2023 and sourced from the Scopus database, were analyzed to identify leading journals, influential papers, and authors, and county-wise contributions. The study reveals that AI technologies, including robotics, chatbots, machine learning, automated scoring-feedback, and neural networks, have demonstrably enhanced learning outcomes, increased student engagement, and facilitated personalized education in science classrooms. Further, the review identifies diverse methodological approaches and pedagogical strategies, including hands-on learning, blended learning models, inquiry-based methods, and feedback-based learning, as practical means of incorporating AI within science classrooms. Moreover, the key findings emphasized the importance of professional development, infrastructure investment, and ethical guidelines to support equitable implementation of AI in science education. This study also advocates future research investigating long-term impacts, ethical considerations, and qualitative insights to fully understand AI’s potential in enhancing K-12 science education.

In the digital era, Business Intelligence (BI) and data analytics have become essential for optimizing academic management in higher education institutions. This bibliometric study analyzed 755 Scopus-indexed publications (2019–2023) using RStudio, Biblioshiny, and Microsoft Excel to elucidate key themes, influential authors, and emerging research trends. Learning analytics, educational data mining, and BI applications such as dropout prediction systems, tailored distance education strategies, and machine learning models for institutional performance predominate in the field. High-impact journals, including the British Journal of Educational Technology and the Journal of Learning Analytics, play crucial roles with contributions from scholars such as Christothea Herodotou and Bart Rienties. Thematic analysis revealed ten clusters emphasizing predictive modeling, educational innovation, and online learning. Geographic trends highlight the predominance of research in the United States and Europe, underscoring the necessity for greater inclusivity in underrepresented regions such as Africa and South America. While quantitative methodologies prevail, this study emphasizes the significance of qualitative approaches to capture nuanced impacts and ethical considerations, including privacy, equity, and bias mitigation. Future research must adopt interdisciplinary methodologies to address systemic challenges, foster context-sensitive, equitable BI solutions that drive innovation, and enhance decision making across diverse educational environments.

This study aims to explore the evolution of the literature on the sociological implications of integrating artificial intelligence (AI) as an educational tool, particularly its influence on digital inequalities. While AI technologies, such as AI-based language models, have begun transforming educational practices by personalizing learning, fostering student autonomy, and supporting educators, concerns remain regarding access disparities, ethical implications, and the potential reinforcement of existing social inequalities. To address these issues, a bibliometric analysis employing science mapping was conducted on 1515 studies sourced from the Web of Science Core Collection. This analysis traces the thematic evolution of social science perspectives on AI’s role in education and its relationship with digital inequalities. The results indicate a growing academic interest in AI in education, with a notable progression from understanding its basic impact to exploring complex themes such as vulnerability, disability, bias, and community. The studies show that AI’s application has expanded from isolated research on specific populations to broader discussions on inclusivity, equity, and the impact of AI on governance, policy, and community. However, the findings also reveal a significant gap in sociological perspectives, particularly regarding issues like digital illiteracy and socio-economic access disparities. Although AI holds promise for promoting more inclusive education, further research is essential to address these sociological concerns and to guide the ethical, equitable implementation of AI as its influence on governance, policy, and community impact continues to grow.

The mass adoption of ICT for online delivery of education due to the COVID-19 pandemic has brought many opportunities but also challenges for the education sector. In this paper, we conducted a scientometric analysis to provide insights into research trends and present bibliometric indicators of 5810 publications on blended learning to contribute to the knowledge base on the use of ICT in education management, during and after the COVID-19 pandemic, from 2020 to 2023. The number of citations and publications increased rapidly. Content analysis of the publications and keyword analysis revealed important and emerging topics such as the challenges and experiences of students, teachers and institutions with blended learning, especially in higher education, from implementation and use to digital literacy, attitudes, performance, self-regulation and learning outcomes. The main journals focused on the use of technology in education and health education. Blended learning has likely moved beyond the pandemic and has become an integral part of management in educational organizations.

Research managers benchmarking universities against international peers face the problem of affiliation disambiguation. Different databases have taken separate approaches to this problem and discrepancies exist between them. Bibliometric data sources typically conduct a disambiguation process that unifies variant institutional names and those of its sub-units so that researchers can then search all records from that institution using a single unified name. This study examined affiliation discrepancies between Scopus, Web of Science, Dimensions, and Microsoft Academic for 18 Arab universities over a five-year period. We confirmed that digital object identifiers (DOIs) are suitable for extracting comparable scholarly material across databases and quantified the affiliation discrepancies between them. A substantial share of records assigned to the selected universities in any one database were not assigned to the same university in another. The share of discrepancy was higher in the larger databases, Dimensions and Microsoft Academic. The smaller, more selective databases, Scopus and especially Web of Science tended to agree to a greater degree with affiliations in the other databases. Manual examination of affiliation discrepancies showed they were caused by a mixture of missing affiliations, unification differences, and assignation of records to the wrong institution.

We address the grossly incorrect inferences that result from using journal impact factor (JIF) as a proxy to assess individual researcher and article scholarly impact. This invalid practice occurs because of confusion about the definition and measurement of impact at different levels of analysis. Specifically, JIF is a journal-level measure of impact, computed by aggregating citations of individual articles (i.e., upward effect), and is therefore inappropriate when measuring impact at lower levels of analysis, such as that of individual researchers, or of individual articles published in a particular journal (i.e., downward effect). We illustrate the severity of the errors that occur when using JIF to evaluate individual scholarly impact, and advocate for an immediate moratorium on the exclusive use of JIF and other journal-level (i.e., higher level of analysis) measures when assessing the impact of individual researchers and individual articles (i.e., lower level of analysis). Given the importance and interest in assessing the scholarly impact of researchers and articles, we delineate level-appropriate and readily available measures. We discuss implications for the careers of researchers and educators, the administration and future of business schools, and provide recommendations regarding the assessment of scholarly impact.

Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century. As in other fields, rising international co-authorships reflect evolving international collaboration networks. We examine higher education research over two decades, applying automated bibliometric topic identification and social network analysis of 9067 papers in 13 core higher education journals (1998–2018). Remarkable expansion in the volume of papers and co-authorships has, surprisingly, not resulted in a more diverse network. Rather, existing co-authorship patterns are strengthened, with the dominance of scholars from a few Anglophone countries largely maintained. Researchers globally seek to co-author with leading scholars in these countries, especially the US, UK, and Australia—at least when publishing in the leading general higher education journals based there. Further, the two-mode social network analysis of countries and topics suggests that while Anglophone countries have led the development of higher education research, China and Germany, as leading research-producing countries, are increasingly influential within this world-spanning network. Topically, the vast majority of co-authored papers in higher education research focuses on individual-level phenomena, with organizational and system or country-level analysis constituting (much) smaller proportions, despite policymakers’ emphasis on cross-national comparisons and the growing importance of university actorhood. We discuss implications thereof for the future of the multidisciplinary field of higher education.

Dimensions was introduced as an alternative bibliometric database to the well-established Web of Science (WoS) and Scopus, however all three databases have fundamental differences in coverage and content, resultant from their owners’ indexation philosophies. In light of these differences, we explore here, using a citation network analysis and assessment of normalized citation impact of overlapping publications indexed in all three databases, whether the three databases offer structurally different perspectives of the bibliometric landscape or if they are essentially homogenous substitutes. Our citation network analysis of core and exclusive 2016–2018 publications revealed a large set of core publications indexed in all three databases that are highly self-referential. In comparison, each database selected a set of exclusive publications that appeared to hold similarly low levels of relevance to the core set and to one another, with slightly more internal communication between exclusive publications in Scopus and Dimensions than WoS. Our comparison of normalized citations for 41,848 publications indexed in all three databases found that German sectors were valuated as more impactful in Scopus and Dimensions compared to WoS, particularly for sectors with an applied research focus. We conclude that the databases do present structurally different perspectives, although Scopus and Dimensions with their additional circle of applied research vary more from the more base research-focused WoS than they do from one another.

Purpose: This article presents an in-depth analysis of global research trends in Geosciences from 2014 to 2023. By integrating bibliometric analysis with expert insights from the Deeptime Digital Earth (DDE) initiative, this article identifies key emerging themes shaping the landscape of Earth Sciences①. Design/methodology/approach: The identification process involved a meticulous analysis of over 400,000 papers from 466 Geosciences journals and approximately 5,800 papers from 93 interdisciplinary journals sourced from the Web of Science and Dimensions database. To map relationships between articles, citation networks were constructed, and spectral clustering algorithms were then employed to identify groups of related research, resulting in 407 clusters. Relevant research terms were extracted using the Log-Likelihood Ratio (LLR) algorithm, followed by statistical analyses on the volume of papers, average publication year, and average citation count within each cluster. Additionally, expert knowledge from DDE Scientific Committee was utilized to select top 30 trends based on their representation, relevance, and impact within Geosciences, and finalize naming of these top trends with consideration of the content and implications of the associated research. This comprehensive approach in systematically delineating and characterizing the trends in a way which is understandable to geoscientists. Findings: Thirty significant trends were identified in the field of Geosciences, spanning five domains: deep space, deep time, deep Earth, habitable Earth, and big data. These topics reflect the latest trends and advancements in Geosciences and have the potential to address real-world problems that are closely related to society, science, and technology. Research limitations: The analyzed data of this study only contain those were included in the Web of Science. Practical implications: This study will strongly support the organizations and individual scientists to understand the modern frontier of earth science, especially on solid earth. The organizations such as the surveys or natural science fund could map out areas for future exploration and analyze the hot topics reference to this study. Originality/value: This paper integrates bibliometric analysis with expert insights to highlight the most significant trends on earth science and reach the individual scientist and public by global voting.

Introduction: thesis juries are a group of academics or experts whose purpose is to ensure the integrity and rigor in the processes of evaluation and academic defense of theses, as well as to provide critical and constructive feedback aimed at improving their quality. Objective: to evaluate the scientific production in the Scopus, Web of Science, and Scielo databases of the thesis juries of the Faculty of Education of a public university in Peru. Methods: bibliometric, retrospective, and descriptive research that included 69 teachers who served as thesis juries during the period 2020-2023. The scientific production of the thesis committees was identified through the search of their publications registered in the Scopus, Web of Science, and Scielo databases. Results: 56,5 % of the teachers who served as thesis juries had no scientific production registered in the Scopus, Web of Science, or Scielo databases, while 43,5 % did have some scientific production in these databases. Additionally, it was found that the scientific production of the teachers was mainly based on original articles, published in Spanish, and self-financed. Conclusions: the scientific production in the Scopus, Web of Science, and Scielo databases of the thesis juries of the Faculty of Education of a public university in Peru was low. Therefore, it is imperative to implement policies aimed at strengthening their research and writing skills.

Introduction: Bibliometric and visualization analyses are used to quantitatively assess and graphically display the current status, patterns, and trends using scholarly literature. Pharmacy education worldwide has developed rapidly over the past few decades, but few related studies have been conducted in this field. This study aims to explore the present landscape, identify research focal points, and future trends in the evolution of pharmacy education. Methods: Published articles on pharmacy education from 2003 to 2022 were sourced and retrieved from the Web of Science Core Collection (WOSCC). Utilizing VOSviewer (1.6.18) and CiteSpace (6.2.R2) software, along with a platform (bibliometric.com), we performed comprehensive bibliometric and visualization analyses. Results: From 2003 to 2022, research on pharmacy education developed rapidly, showing rising trends in annual publications and citations. A total of 2945 publications were collected for this study. The United States of America had the most significant number of publications. As shown in the co-authorship analysis, cooperation between countries is often led and embodied by collaborations between well-known institutions. “Online learning” is one of the latest research directions. Conclusions: There is a continuously increasing tendency of studies in pharmacy education. The progression of pharmacy education research has transitioned from the theoretical phase to practical application in bedside clinical practice.

The inadequacy of internal control systems in certain universities often results in non-compliance with regulations, posing financial and legal risks for these institutions. This study aims to analyze trend research and identify the factors contributing to the internal control systems for regulatory compliance within universities. Employing bibliometric analysis, the approach entails utilizing R Studio software to construct patterns and trends in scientific literature concerning internal control within the university context. The bibliometric analyses involve gathering data from scientific databases and utilizing techniques such as co-occurrence network analysis mapping, citation analysis, and exploring the relationship between key topics and their impact on the field of study. The time periods in 1973–2024 research on internal control has evolved thematically, leading to a comprehensive examination, enhanced understanding, and adaptation to new difficulties. This research indicates that the connections among accounting, internal controls, internal audit, auditing, management control system, information management, societies and institution are crucial for providing effective internal controls at universities about regulatory compliance.

En el presente escrito se analiza la trayectoria profesional e intelectual de Néstor Alberto Braunstein (1941-2022), psiquiatra y psicoanalista argentino, exiliado en México en 1974. Formado en la Facultad de Medicina de la Universidad Nacional de Córdoba (UNC), Braunstein fue profesor en la Escuela de Psicología; espacio iniciático de un viaje intelectual y de formación que culminó en el psicoanálisis. Se estudia el lugar que los recintos universitarios cordobeses desempeñaron en la formación intelectual y profesional del personaje, así como en la producción de un libro: Psicología: ideología y ciencia, del cual Braunstein no sólo fue coautor, sino también su principal promotor en México. El libro es una compilación de las clases de Introducción a la psicología, materia que Braunstein, Marcelo Pasternac (1933-2011), Gloria Benedito y Frida Saal (1936-1998) dictaron entre 1973 y 1974; editado por Siglo XXI México, en 1975, se incorporó rápidamente a los programas de las carreras de Psicología en toda América Latina, cambiando la enseñanza universitaria de esta disciplina y se convirtió en la principal carta de presentación de sus autores en el contexto de un exilio numeroso.

Reading culture is the love of reading, the ability to read continuously, and the ability to read effectively and critically. The reading culture of the individuals who make up a society is a strong foundation for the future. The objective of this study was to examine postgraduate theses on reading culture according to a range of variables. A total of 23 approved postgraduate theses, 10 doctoral theses and 13 master’s theses on reading culture between 2014 and 2024 registered at the YÖK National Thesis Centre were identified. The data analysis of the theses under examination was conducted using the content analysis method, which is a qualitative research method. The research revealed that the inaugural study on reading culture at the graduate level was conducted in 2014. The majority of studies were conducted in 2023, with the highest number of studies conducted at Ankara University. Of the studies, 13 were at the master’s level and 10 were at the doctoral level. The majority of studies were conducted by supervisors holding the title of professor. All studies were conducted in Turkish, and the qualitative research model was employed. The population and sample of the studies were predominantly teachers. Upon examination of the studies, it becomes evident that the significance of the concept of reading culture has been elucidated through the examination of reading culture in Turkey from various vantages. In accordance with the findings of the study, a series of recommendations were put forth.

It was aimed to evaluate all theses conducted in public health departments between 1970 and 2022 in Türkiye. All public health theses (n=2623) indexed in Türkiye’s Council of Higher Education Thesis Center were included. Each thesis was multi-tagged with subtopics. Trends in the field over five decades were examined. The most frequently studied subtopics are occupational safety (n=386, 10.63%), non-communicable diseases (n=373, 10.28%), and health promotion (n=339, 9.34%). the least ones are travel health (n=3, 0.08%), public health ethics (n=6, 0.17%), and health law (n=9, 0.25%). This study proposes an interactive scientific subtopic map based on conducted theses in the public health field in Türkiye. There is a need for a balanced distribution of our scientific energy so that critical areas in public health are not neglected.

Scholarly journals can be classified according to many different criteria. Unfortunately, the classification of scientific journals is not a subject on which experts agree. Although some researchers have made suggestions on the subject, it is far from clear how to classify scientific journals. For these reasons, the aim of this study is to propose criteria for the classification of scientific journals and to make the subject more clear and understandable. Undoubtedly, the subject is controversial and open to criticism. We attempt to classify scholarly journals according to the indexes they are covered in. By using various databases and literatures and a lso b y a dding m y o wn t houghts a nd i nterpretations, s o t his t ext h as emerged. The scholarly journals were summed under four groups, viz., 1. Journals covered by Clarivate Analytics Web of Science Database such as SCI-Expanded, SSCI, AHCI; 2. Journals covered by ESCI (Part of the Web of Science), SCImago SCOPUS and PubMed Medline; 3. Journals covered in other international or local indexes and 4. Journals that are not covered by any index. The indexes they are covered can give an idea about the performance of the journal. The results of this study have provided clearer, understandable and measurable criteria for the classification of scientific journals.

This study aims to determine the conditions in the range of 2018-2023 related to scientific maps, publication trends, and the scope of thematic research in the field. On the theme of the online-based Adapted Physical Education Learning (APE) model, especially articles published in international journals with indexation of Scopus, PubMed, and Crossref. In addition to the research and data sources to be used in the bibliometric analysis as many as 2200 articles were found through the keywords “learning model”, “APE”, and “online” in the article title & abstract”. To explore and identify key thematic areas as well as topics that appear in publications using keyword co-occurrence analysis. To support data analysis and visualization processes obtained from Harzing’s Publish or Perish and VOSviewer applications. The results of this study show that the online learning model in APE is a research trend that has been in great demand in the last 5 years and is still developing. In the visualization section, high keyword density is presented in 8 clusters, namely: (1) student; (2) practice; (3) treatment; (4) study; (5) experience; (6) patient; (7) parent; and (8) strategy. Bibliometric analysis in the form of mapping provides information about publication development patterns in the field of online learning in APE. These findings contribute to future research, especially the need for in-depth research focusing on one or more themes that are still rarely studied such as treatment, risk factors, deep learning models, distress, healthy control, cyberbullying, professional health, and digital tools.

It is unknown to what extent leading researchers are currently involved in the leadership of leading research universities as presidents or as executive board members. The academic administrative leader (president or equivalent role) of each of the 146 Carnegie tier 1 USA universities and of any of the top-100 universities per Times Higher Education (THE) 2024 ranking and the members of the executive governing bodies (Board of Trustees, Council, Corporation or similar) for the each of the top-20 universities per THE 2024 ranking were examined for high citation impact in their scientific subfield. Highly-cited was defined as the top-2 % of a composite citation indicator (that considers citations, h-index, co-authorship adjusted hm-index and citations to papers as single, first, last authors) in their main scientific subfield based on career-long impact until end-2022 among all scholars focusing in the same subfield and having published ≥5 full papers. Very highly-cited was similarly defined as the top-0.2 %. Science was divided into 174 fields per Science-Metrix classification. 38/146 (26 %) tier 1 USA university leaders as of end-2023 were highly-cited and 5/146 (3 %) were very highly-cited. The respective figures for the top-100 THE 2024 universities globally were 43/100 and 12/100. For the 13 US universities among the top-20 of THE 2024, the probability of their leader being highly-cited was lower (6/13, 46 %) than the probability of a randomly chosen active full tenured professor from their faculty being highly-cited (52–77 %). Across 444 board members of 14 top-10 THE 2024 universities with data, only 65 (15 %) were academics, and 19 (4 %) were highly-cited; academics were rare in USA university boards. Board members had predominantly careers in for-profit companies. In conclusion, leading research universities have a dearth of leaders who are high-impact researchers.

Using virtual laboratories for practical learning in vocational education has significantly increased in recent years. This study aims to analyse virtual laboratory research trends for practical learning in vocational education through bibliometric analysis by taking data from Scopus (intro/issue). The method used in this bibliometric journal article is the bibliometric method. This research step consists of (i) determining search keywords, (ii) collection of publication data, (iii) bibliometric data processing, (iv) bibliometric data mapping, and (v) data analysis. The search keywords used to collect data were “Virtual laboratory,” “Vocational,” and “Education.” There are 31 articles indexed by Scopus from 2002 to 2023. From 2019 to 2023, research on virtual laboratories in vocational education has increased. This is because access to computer technology, the internet, and mobile devices is increasingly widespread, and a surge in technology use occurred during the COVID-19 pandemic. The results of the bibliometric mapping analysis show there are 24 terms grouped into 3 clusters. The terms virtual laboratory and vocational education are related in research. Virtual laboratories help overcome problems in vocational education, especially for productive vocational subjects such as working on dangerous equipment.

This study examines the development of books and articles in the field of learning models and arts. The goal is to provide analytical data on the development of research publications in the fields of education and the fine arts. The research process uses bibliometric data review methods with VOSviewer detection. The analysis was retrieved based on the data provided by the keywords “learning model” and “art” in the last 5 years from 2018 to 2023, as shown in Publish or Perish. The results of this research show that the development of research on fine arts learning models is developing and always increasing from year to year. The number of publications in the form of books was 133, while the number of articles was 117. If we compare the number of publications in the form of books and articles, there are more books, which shows that publications in the form of books are more popular with researchers than publications in the form of articles.

Bibliographic databases are vital tools for researchers and scholars.For those in the engineering disciplines, three databases, Compendex, Inspec, and Web of Science, are among the most important.These three databases offer journals covering a wide range of STEM, and specifically engineering topics.Because each database is a paid subscription service, and because they each focus more on some subject areas than others, this work aimed to interrogate the overlap and differences in journal coverage and subject areas so that users may be informed on which database would be most beneficial for them.This analysis includes examining how many journals appear in multiple databases vs. how many journals are unique to a single database and what keywords are most prevalent in each database.Additionally, the diversity of subjects present in each database was determined.Analysis was performed using specialized macros developed in Visual Basic for Applications (VBA) for Excel.These macros unified journals and keyword formatting so that the coverage lists from each database could be accurately compared.

El objetivo general de la investigación fue determinar las dimensiones e indicadores para el diagnóstico de la calidad de las universidades. La investigación se desarrolló desde el paradigma positivista y desde la perspectiva cuantitativa, mediante la búsqueda, recolección y análisis crítico documental, referencial bibliográfico, en este sentido, desde un diseño bibliográfico de tipo documental. Lo analítico–sintético, se fundamentó en descomponer mentalmente el sistema estudiado en varios compendios para poder llegar a la producción de nuevo conocimiento. Se recurrió, al método inductivo-deductivo. Se concluye que, las universidades están adoptando diversas tendencias en la gestión de la calidad para asegurar la excelencia educativa y la satisfacción de los estudiantes. Entre estas tendencias se incluyen la implementación de sistemas de gestión de la calidad basados en normativas internacionales, el enfoque hacia la mejora continua mediante retroalimentación constante y la participación de toda la comunidad universitaria en procesos de evaluación y aseguramiento.

Background: Reviewers rarely comment on the same aspects of a manuscript, making it difficult to properly assess manuscripts’ quality and the quality of the peer review process. The goal of this pilot study was to evaluate structured peer review implementation by: 1) exploring whether and how reviewers answered structured peer review questions, 2) analysing reviewer agreement, 3) comparing that agreement to agreement before implementation of structured peer review, and 4) further enhancing the piloted set of structured peer review questions. Methods: Structured peer review consisting of nine questions was piloted in August 2022 in 220 Elsevier journals. We randomly selected 10% of these journals across all fields and IF quartiles and included manuscripts that received two review reports in the first 2 months of the pilot, leaving us with 107 manuscripts belonging to 23 journals. Eight questions had open-ended fields, while the ninth question (on language editing) had only a yes/no option. The reviews could also leave Comments-to-Author and Comments-to-Editor. Answers were independently analysed by two raters, using qualitative methods. Results: Almost all the reviewers (n = 196, 92%) provided answers to all questions even though these questions were not mandatory in the system. The longest answer (Md 27 words, IQR 11 to 68) was for reporting methods with sufficient details for replicability or reproducibility. The reviewers had the highest (partial) agreement (of 72%) for assessing the flow and structure of the manuscript, and the lowest (of 53%) for assessing whether interpretation of the results was supported by data, and for assessing whether the statistical analyses were appropriate and reported in sufficient detail (52%). Two thirds of the reviewers (n = 145, 68%) filled out the Comments-to-Author section, of which 105 (49%) resembled traditional peer review reports. These reports contained a Md of 4 (IQR 3 to 5) topics covered by the structured questions. Absolute agreement regarding final recommendations (exact match of recommendation choice) was 41%, which was higher than what those journals had in the period from 2019 to 2021 (31% agreement, P = 0.0275). Conclusions: Our preliminary results indicate that reviewers successfully adapted to the new review format, and that they covered more topics than in their traditional reports. Individual question analysis indicated the greatest disagreement regarding the interpretation of the results and the conducting and the reporting of statistical analyses. While structured peer review did lead to improvement in reviewer final recommendation agreements, this was not a randomized trial, and further studies should be performed to corroborate this. Further research is also needed to determine whether structured peer review leads to greater knowledge transfer or better improvement of manuscripts.

Psychosociology theories indicate that individual evaluation is integral to the recognition of professional activities. Building upon Christophe Dejours’ contributions, this recognition is influenced by two complementary judgments: the “utility” judgment from those in hierarchy and the “beauty” judgment from the peers. The aim of this paper is to elucidate how at INRAE individual assessment of scientists is conducted. This process follows a qualitative and multicriteria-based approach by peers, providing both appreciations and advice to the evaluated scientists (the “beauty” judgment). Furthermore, we expound on how INRAE regularly adapts this process to the evolving landscape of research practices, such as interdisciplinary collaboration or open science, assuring that assessments align with the current approaches of research activities.

Accounting information systems (AIS) are closely connected with using automated accounting data processing technologies, which increase reliability and prompt information delivery to stakeholders for management decision-making. The purpose of the article is to provide the AIS research domain with an additional impetus for further development based on a comprehensive characterization of quantitative parameters and systematic rethinking of trends in the evolution of the scientific themes. The article contains the methods of bibliometric analysis and chronological literature review based on clustering of keywords from a sample of AIS research indexed in Scopus in 1973–2023. The key findings indicate the nicheness of the AIS research problems, due to which the evaluation of the scientific output requires a multifaceted approach. It is found out which countries, journals, articles and authors play a decisive role in the formation of trends in the AIS research domain. Author keywords are used to assess the content orientation of the AIS research themes and to identify patterns of its evolution. We conclude that there is a content exhaustion in AIS scientific problems and the need to find new objects of research that correspond to the trends of Industry 4.0.

As revistas científicas jogam um papel importante como canal de comunicação dos resultados de pesquisa científica, em todo mundo. Nos últimos anos, aumentou o número de revistas científicas eletrónicas em Angola, apesar da sua pouca visibilidade, no plano internacional. O objectivo deste artigo é descrever o perfil das revistas científicas eletrónicas de Angola. Trata-se de uma pesquisa exploratória e documental, em que foram observadas um total de 14 páginas web de revistas científicas, por meio de um formulário, contendo uma lista de controlo com os seguintes itens: ano de criação, instituição responsável, área do conhecimento, periodicidade das publicações, última publicação, indexação em bases de dados, uso do ORCiD pelos autores e informação sobre data de submissão, aceite e publicação dos originais. Os resultados indicam que mais de metade das revistas científicas são de carácter multidisciplinar e foram criadas no período entre 2012 e 2019; estão vinculadas a Instituições de Ensino Superior e estão indexadas em pelo uma base de dados, sendo de publicações semestrais. No entanto, o estudo também mostra que a maioria não publica, há pelo menos um ano. Conclui-se que o perfil das revistas científicas electrónicas de Angola é reflexo do contexto académico e científico do país, havendo neste domínio muitos desafios a superar.

The proliferation of questionable publishing practices has raised serious concerns in academia, prompting numerous discussions and investigations into the motivations behind researchers’ preference for such journals. In this study, we aimed to explore the impact of current academic performance evaluation systems on scholars’ questionable journal preferences in Turkey. Utilizing data from the comprehensive study conducted by Kulczycki et al. (2021) on questionable journals, we analyzed the academic careers of 398 researchers who authored 417 articles in this context. Our findings reveal a clear association between current research evaluation systems and journal selection, particularly during the process of applying for associate professorship. Notably, 96% of the articles published in questionable journals were listed in scholars’ academic profiles, indicating their use in academic promotion or incentive portfolios. While this study contributes valuable insights into the relationship between academic performance evaluation systems and questionable journal preferences, additional research is required to comprehensively understand the motivations behind scholars’ publishing choices and to devise effective strategies to combat questionable publishing practices in academia.

La evaluación de la investigación es actualmente uno de los temas de mayor relevancia y controversia en la ciencia y la academia, especialmente en el ámbito universitario. Esta evaluación se utiliza comúnmente para clasificar instituciones, grupos, productos académicos como las revistas científicas, y al personal docente investigador. Los indicadores de calidad e impacto de la investigación influyen decisivamente en el ascenso en carreras académicas, selección de beneficiarios de becas e incentivos, culminación de programas de alto nivel (como maestrías y doctorados), asignación de recursos en instituciones y centros de investigación, y en la definición de políticas públicas a nivel institucional y gubernamental.

Scientometric assessments of Open Educational Resources (OER) offer a way to quantitatively represent teaching in higher education through openly available and accessible artefacts. They could serve science policy monitoring and lead to greater visibility of higher education teaching in a recognition and reward system. In this context, we discuss possible statistics for OER. In a pre-study, a first version of OER indicators was discussed in three focus groups. The findings of these discussions were incorporated into the creation of a more comprehensive second version of a framework for OER statistics, which was evaluated in detail in six expert interviews. After incorporating changes as a result of the evaluation, a third version of the framework for OER statistics emerged that enables scientometric measurements of OER, while considering the common criticisms of scientometric measurements. The framework comprises an individual level, which recognizes all OER created by an individual, and an institutional level, which serves to quantify OER created by an institution. At the individual level, productivity, cooperation, resonance, openness, altmetric and transfer indicators are available. In addition, we record dichotomously whether an OER certification exists. At the institutional level, additional support indicators are proposed to recognize achievements in the development and maintenance of OER-promoting structures at institutional level.

Machine learning, a subset of artificial intelligence, has experienced rapid advancements and applications across various domains. In education, its integration holds great potential to revolutionize teaching, learning, and educational outcomes. Despite the growing interest, there needs to be more comprehensive bibliometric analyses that track the trajectory of machine learning’s integration into educational research. This study addresses this gap by providing a nuanced perspective derived from bibliometric insights. Using a dataset from 1986 to 2022, consisting of 449 documents from 145 sources retrieved from the Web of Science (WoS), the research employs network analysis to unveil collaborative clusters and identify influential authors. A temporal analysis of annual research output sheds light on evolving trends, while a thematic content analysis explores prevalent research themes through keyword frequency. The findings reveal that co-authorship network analysis exposes distinct clusters and influential figures shaping the landscape of machine learning in educational research. Scientific production over time reveals a significant surge in research output, indicating the field’s maturation. The co-occurrence analysis emphasizes a collective focus on student-centric outcomes and technology integration, with terms like “online” and “analytics” prevailing. This study provides a nuanced understanding of the collaborative and thematic fabric characterizing machine learning in educational research. The implications derived from the findings guide strategic collaborations, emphasizing the importance of cross-disciplinary engagement. Recommendations include investing in technological infrastructure and prioritizing student-centric research. The study contributes foundational insights to inform future endeavors in this ever-evolving field.

This study was conducted to determine EFL students’ skills in writing a thesis introduction. Five student dipilih berdasarkan level keterampilan menulis di mana kelima mahasiswa ini merupakan mahasiswa terbaik. The analysis method used is thematic progression. The student texts were analyzed for each paragraph, then counted how many sentences applied the Constant Theme Pattern, Linear Theme Pattern, Split Theme Pattern, and Derived Theme Pattern. The findings indicated that from the total 194 sentences being analysed, seventy-six employed this pattern to connect ideas. Another aspect of connecting ideas is the cohesive devices used. The higher application of definite articles, pronouns and word repetition is evident. Students majorly drew definite articles and demonstrative pronouns (e.g. this, that) which then makes it adaptable for readers to follow their idea development in a paragraph. Regarding the coherence, students in this study significantly relied on the theme of sentences to be the source of their idea development. Despite the clarity and coherence being well managed in students’ writing, the link between ideas can still be diversed by employing other patterns. Moreover, some rhemes contain new information that need further elaboration as the text grows. Students have applied the rules of thematic progression, although there are several sentences that do not comply with the principles of cohesion and coherence. Guidance and feedback from the lecturer is really needed so that writing skills are maintained, especially in writing the introduction to the thesis.

Preprint articles are available on servers, such as arXiv and ChemRxiv, at no-cost to benefit the movement toward open access of research. However, the use of preprint research articles as a reference source in academia is not heavily documented. To examine if researchers are utilizing preprint articles, this paper examines citation trends in the dissertations of chemistry and physics PhD candidates who studied at four University Centers in the State University Of New York system (SUNY). Using citation analysis methodology, references cited in PhD dissertations published between 2018–2021 were analyzed. Key findings showed that PhD candidate authors cited preprint articles at a low rate, and relied on traditional resources for their dissertations, such as articles and books. Physics preprints were cited with more frequency than chemistry preprints. This data provides a benchmark for tracking the use of physics and chemistry preprints in academic research. The results of this study are also useful for examining library collections, particularly around core journal titles. Additionally, this paper raises questions about the information literacy skills of doctoral students. The doctoral students’ best practices of using preprints could be explored in future research.

Este artículo pretende realizar una panorámica histórica y legislativa de las tesis doctorales en España como elemento fundamental para entender el desarrollo de la educación universitaria y los cambios que ha ido viviendo. Para ello se analiza su evolución desde el contexto histórico y político educativo. Tras una introducción, el texto se divide en dos partes principales. La primera abarca desde los orígenes de las tesis doctorales y las primera legislaciones hasta la Guerra Civil. La segunda parte aborda los cambios en el doctorado y las tesis doctorales desde la legislación y las políticas educativa después de la Guerra Civil hasta la actualidad. Como conclusión, se puede ver cómo ser doctor o doctora ha ido modificando su sentido desde un título más elitista y vinculado a cuestiones de estatus y liturgia a una concepción moderna, académica y científica, con la tesis doctoral como referente, donde la formación investigadora y las aportaciones al incremento del campo de conocimiento disciplinar y a la sociedad han sido una constante, pudiendo constatarse además a través de este análisis los paralelismos entre la propia evolución de la institución universitaria y la de las tesis doctorales.

El presente estudio examina el uso de metodologías activas en las titulaciones universitarias. Se seleccionan y describen las investigaciones de los últimos veinte años a través de un análisis bibliométrico y temático de artículos indexados en Google Académico, Scopus y Web of Science. Los resultados muestran el aumento de las publicaciones en los últimos cinco años, teniendo a España, Brasil y Chile como los países que más publican sobre este tema. Se observa la presencia de una mayoría de artículos en inglés, realizados en coautoría de entre tres y cuatro personas, generalmente mujeres. Adicionalmente, prevalecen las investigaciones basadas en estudios de caso con muestras pequeñas, elegidas por conveniencia, que analizan las percepciones del alumnado y del profesorado participante en experiencias educativas específicas en un período de tiempo reducido. En conclusión, las investigaciones analizadas coinciden en los beneficios que aporta el uso de metodologías activas para el aprendizaje y bienestar del alumnado.

With the development of technologies and pedagogies, the multimodality of language education is becoming increasingly important, especially in the context of the challenges posed by the COVID-19 pandemic. Through advanced multimodal theories and media, teachers could integrate multiple sensory and communicative modes in language teaching. This study uses bibliometric analysis to explore the multimodality in language education from both qualitative and quantitative aspects. The author uses tools such as VOSviewer, CiteSpace, and CitNetExplorer to visualize this topic’s research evolution. The findings show that multimodal media and pedagogies evolve to boost student engagement and understanding in language learning, particularly in terms of video-mediated interaction and social media. Future research is recommended to assess the long-term influences of multimodal approaches and explore their integration with emerging educational technologies.

Recent years have witnessed a surge of interest in learners’ Willingness to Communicate (WTC) within the L2 learning environment. This study aims to explore current trends, remarkable subjects, influential authors, sources and interplay of WTC variables in L2 learning from 1985 to 2023. A total of 259 articles were selected through PRISMA for the visualization of VOSviewer, and 221 publications for the citation network analysis with CitNetExplorer. The findings revealed 3 major variables with the capacity to influence WTC: individual traits, teachers’ roles, and learning environments. Prominent themes include the rising trend of positive psychology, the importance of motivation, confidence, attitudes, the application of teacher immediacy and WTC in L2 learning. The study also highlights the significance of considering peer and cultural factors in future research. By providing a rigorous overview of the literature, this study contributes valuable insights into the current state of WTC in L2 learning education.

This research aims to provide a bibliometric review of trends in using flipped classrooms in mathematics learning research. This research is essential to analyze the extent of the flipped classroom research trend in mathematics learning as a reference for future research in this research. Bibliometric analysis was used to analyze and classify bibliographic data by considering inclusion and exclusion criteria. The database used was Scopus using the Bibliometrix application. The search was carried out using the keywords “flipped classroom”, “mathematics learning”, and “K-12”. The results revealed a total of 102 articles related to the keywords. The data showed increased publications over the last two decades, with 2023 being the year with the highest publication count. Apart from that, Indonesia had the highest rate of producing related articles. The most relevant author was Hew Khe Foon. The most cited article was “A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course”. The Indonesian Education University was the most productive affiliate related to this theme. Furthermore, the journal “Educational Technology and Society” was found to be the most prolific journal for publishing research outcomes. New themes emerged in flipped classroom research, such as conceptual and procedural knowledge. Future researchers are expected to utilize the research focus to determine the theme to be explored. It is recommended that further researchers incorporate the novelty discussed in this research.

Purpose: This study aims to provide a comprehensive overview of Social Entrepreneurship Education (SEE) by examining the evolution, current state, and future research directions. It seeks to identify key themes, best practices, and the integration of social entrepreneurship principles within educational frameworks. Methodology: The research uses a systematic mapping approach incorporating bibliometric citation and content analysis to analyze 161 articles from 2002 to 2021, identifying trends, themes, and gaps in SEE literature. Findings: The results reveal three main clusters of research areas: integrating social entrepreneurship principles into educational models, social entrepreneurship intentions and antecedents, and challenges and competencies development in SEE. A taxonomy scheme for categorizing SEE research is proposed, enhancing understanding through six prepositions and 18 possible future research inquiries. Implications: This classification system provides a comprehensive overview of SEE, promoting global collaboration and innovative teaching methodologies. It encourages a holistic approach to educational programs, using visualizations and maps for policy enactment. Originality: This paper enhances SEE understanding through a taxonomy scheme, addresses review fragmentation, and provides a consolidated framework highlighting educational, theoretical, and methodological gaps, setting a comprehensive research agenda.

The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the need for a systematic review of course content and design. This study systematically reviews 60 data science courses syllabi in general education across all universities in Taiwan. Utilizing content analysis, bibliometric, and text-mining methodologies, this study quantifies key metrics found within syllabi, including instructional materials, assessment techniques, learning objectives, and covered topics. The study highlights infrequent textbook sharing, with particular focus on Python programming. Assessment methods primarily involve participation, assignments, and projects. Analysis of Bloom’s Taxonomy suggests a focus on moderate complexity learning objectives. The topics covered prioritize big data competency, analytical techniques, programming competency, and teaching strategies in descending order. This study makes a valuable contribution to the current knowledge by tackling the challenge of delineating the specific content of data science. It also provides valuable references for potentially streamlining the integration of multiple disciplines within introductory courses while ensuring flexibility for students with varying programming and statistical proficiencies in the realm of data science education.

The purpose of this study is to map trends in literature about digital school leadership over the last decades. Combining bibliometric and automatic content analyses, we map and analyze a sample of 350 documents, retrieved in Web of Science (WoS), Scopus and Education Resources Information Center (ERIC) including titles and abstracts. The software VosViewer and Leximancer are used for analyses. Our sample is divided reflecting an early phase of digitalization in school (1992–2009), a phase of an increasing digitalization in school (2010–2020) and a phase of digitalization related to the Covid-19 pandemic (2021–2023). In general, the research literature on digital school leadership can be characterized as an emerging, fragmented, and inter-disciplinary field. Most literature is published after 2010 with an increase in publications after 2019, resulting in a peak in 2021. The literature is characterized by some influential highly connected authors revealing some changing thematic patterns over time. Further, findings highlight that when research on digital school leadership draws from various disciplines, this also indicates a need for a holistic and multifaceted approach. Scholars from different disciplines contribute to an updated understanding of digital school leadership. This interdisciplinary collaboration thus enriches the discourse, as it demonstrates how various perspectives may add new insights into the conceptualization of digital school leadership.

Augmented Reality (AR) has become a key technology in the education sector, offering interactive learning experiences that improve student engagement and understanding. Despite its increasing use, a thorough summary of AR research in educational environments is still required. This study applies bibliometric analysis to identify trends in this research field. Data from the Scopus database and VOSviewer software version 1.6.19 was used to analyze academic publications from 2018 to 2023. The original dataset of 4858 articles was narrowed down to 1109 articles concentrating on “augmented reality” AND “simulation” in student learning. Methods such as advanced data mining, co-citation analysis, and network visualization were utilized to outline the structure and trends in this research area. Key findings include a significant rise in research activity over the past decade, identification of the ten most prolific authors in AR simulation studies, and detailed visualizations of information distribution. Significant challenges include high costs and difficulties in technical integration. The study addresses these issues through interdisciplinary research that combines educational theory with AR technology. Results demonstrate growing interest in AR applications, particularly within STEM education, driven by technological advancements and increased funding. Despite these challenges, the potential of AR to enhance learning outcomes is clear. This research concludes that AR simulations can be a valuable educational tool, with further studies needed to explore the scalability of AR applications in various educational settings and to develop evidence-based guidelines for effective integration.

Internationally, there has been a push for the prioritisation of research impact beyond its scholarly contribution. Traditionally, research impact assessments have focused on academic impact and quantitative measures, at the expense of researchers for whom research impact cannot be quantified. Bibliometric indicators and other quantitative measures are still the most widely used method for evaluating research impact because these measures are easy to use and provide a quick solution for evaluators. Conversely, metric indicators fail to capture important dimensions of high-quality research. Hence, in this study, we explored challenges with metric indicators. We adopted a case study of the University of Cape Town and used document analysis, a questionnaire survey to collect data from academics and researchers, as well as semi-structured interviews with a sample of academic and research staff. The findings highlight common challenges with quantitative measures, such as bias and discipline coverage, and the ability of measures to drive researchers’ behaviour in another direction. We propose the adoption of responsible research metrics and assessment in South African higher education institutions for more inclusive and equitable research impact assessments.

Virtual teaching gained momentum for its ability to drive education continuity in times of disruption. As a result, the implementation of virtual teaching has piqued the attention of the higher education sector to leverage the affordances of this mode of instructional delivery, even in times of non-disruption. This study aims to conduct a review of virtual teaching in the higher education sector to reveal the key research trends of previous publications and areas of focus for future research. A bibliometric analysis is used to identify the key topics, themes, authors, sources, articles, and existing collaborations. To achieve this, papers indexed in the Scopus database between 2012 and 2023 were examined and analysed using VOSviewer. The findings of the study are provided through a quantitative analysis that gives a high-level overview of virtual teaching in the higher education sector and highlights the key performance indicators for the creation of articles and their citation through tables, graphs, and visualisation maps. The research yielded a total of 5,663 publications, of which 2,635 published articles were included in the analysis. The findings reiterate virtual teaching as a move in the direction of sustainable education as its assists in democratising knowledge. The analysis highlights the multifaceted nature of the research topic on virtual teaching, revealing six distinct yet interconnected thematic clusters. This study provides a holistic picture of virtual teaching in the higher education sector by integrating the analysis results with pertinent reviews of literature and makes recommendations for future research.

Our study aims to identify effective activities to enhance student retention and promote student success in higher education institutions (HEIs) by reviewing the factors that affect student retention through a literature review. Our study used a systematic review with the bibliometric method to analyze 125 articles related to the retention of students in higher education from 2014 to 2022. We used PCA and network analysis to identify and describe three research fronts of activities to student retention in higher education, two of which are from the perspective of the higher education institution (HEI) and focus on actions for retention to reduce student dropout and activities developed for student success. The third research front is centered on the student, seeking to understand what can lead to persistence in finishing their course. Our bibliometric study enabled us to identify the works and themes that have influenced current research on retention in higher education. By analyzing the bibliographic coupling component, our study provides insights into the research streams in higher education and highlights areas that require further investigation.

Purpose This paper explores emerging technologies in higher education libraries indexed in the Web of Science core collection and Scopus for the periods between 1994 and 2024 (January 18, 2024). Design/methodology/approach Data from Web of Science (WoS) and Scopus databases were collected and combined using RStudio software. Once this was completed using RStudio, the combined Scopus and Web of Science Excel file was uploaded into Biblioshiny, an interactive web interface. The data was then categorized to illustrate contributions from authors, journals, countries and academic institutions across the globe. Findings Results and findings related to publication growth trends, annual growth, core journals, impact and productivity of authors, most cited documents, collaborations, network mapping and country contributions on emerging technologies and higher education libraries are presented. Research limitations/implications This topic requires further exploration as academic librarians are fast becoming integrated into the teaching and learning agenda of institutions globally. Practical implications Higher education libraries and library schools to promote the teaching identity of academic librarians by helping them improve their pedagogical and digital skills for online teaching. Social implications Library and information science schools need to fast track the integration of emerging technologies into the curriculum. Higher education libraries should consider the training of staff in order to keep abreast of emerging technologies. Library management must frame their policies and strategies in order to promote the use of emerging technologies in higher education libraries. Originality/value The current study is novel in that it explores emerging technologies and higher education libraries using combined data from Scopus and Web of Science. The topic of emerging technologies and higher education libraries is still developing and therefore is in its infancy. The research is useful for researchers, library management and library schools in the higher education sector globally.

Education policies help to improve society by decreasing inequities and establishing effective learning environments. Periodic assessments can help researchers and policymakers uncover new obstacles and ensure progress on these ever-changing education policy concerns using critical theory. Bibliometric studies, a type of periodic study, emphasize the importance of data-driven approaches in the formulation and implementation of education policies. This study conducts a bibliometric analysis of education policy issues from 2000 to 2023. Based on keywords, we initially selected 931 articles from the Web of Science (WoS) database. Only articles in English were included, and we used PRISMA guidelines to reduce the number of articles to 363. We focused on citations, publication frequency, topics, trends, and issues. Two independent researchers analyzed the documents for reliability. For validity, we used transferability. We also used a content analysis of frequently cited articles. Our analysis revealed three prominent trends. The first trend pertained to controversial environmental issues and sustainability concepts in education policy. The second theme was professional development, special education, and school choice. The third one was science, vocational education, special education, and ICT. The content analysis results indicated that teaching and learning, professional development, science education, subject matter teaching, and mobile learning were the topics of the content analyzed articles. We found that relying solely on bibliometric review resulted in broad conceptualizations of educational policy issues, focusing primarily on efficiency and effectiveness. Additionally, we applied critical theoretical frameworks to conduct a more comprehensive analysis of the emergent issues identified through bibliometric analysis.

The organ-system integrated (OSI) curriculum was pioneered in the country by the U.P. College of Medicine (UPCM) in 2004. Data on its impact on research productivity was lacking. This study aims to describe the trends in research productivity of UPCM in a time series and the impact of OSI implementation on publication trends. Relevant electronic databases (PubMed, Scopus, and WPRIM) were searched from the earliest indexed record until December 2023. The auto-regressive integrated moving average (ARIMA) time series analysis was used to compare the actual and predicted trends during the OSI implementation using the pre-OSI trend. A total of 2,705 articles were included. Acta Medica Philippina is the journal with the highest number of publications (n = 420, 20.24%). Although there is a considerable rise in the number of publications utilizing evidence synthesis and qualitative design, observational studies remain as the most common design (n = 293, 2021-2023 period). The leading clinical departments are Neurosciences and Medicine. The departments of Biochemistry and Clinical Epidemiology take the lead among basic sciences departments. Despite the glaring uptrend in publications concurrent with OSI implementation, the actual trend is not significantly different from the predicted trend (LR chi2(1) = 0.37; Prob > chi2 = 0.5432). The OSI curriculum did not significantly change the trend of productivity. Medical curriculum designers should revisit strategies dedicated for research competencies. It is imperative to include activities for qualitative and mixed-methods designs. Future studies should consider relevant critical events in the time series forecasting models and the scientific outputs in the grey literature.

Fuzzy cognitive mapping (FCM) is a valuable tool for understanding complex issues due to its ability to express complex and uncertain knowledge domains with dynamic modelling capabilities. This study focuses on the application of FCM in education, using a bibliometric analysis and systematic review of publications in the Scopus database from 2000 to October 2023. Using keywords related to FCM and education, the study retrieved fifty-four publications for frequency analysis and citation metrics. This study showcases its results by leveraging standard bibliometric indicators, encompassing metrics such as publication growth, top-cited publications, country contributions, and preferred publication titles. Findings from the systematic review reveal the potential of FCM in providing explanatory, predictive, reflective, and strategic insights and solutions to numerous educational issues.

The digital transformation of education should be continuously promoted to guarantee its sustainable development. Extensive research has been conducted in this field but has not comprehensively addressed Chinese education digitalization. To fill this research gap, discover the gaps between Chinese and international research on the digitization of education and provide well-founded, innovative ideas for future research, we perform a bibliometric analysis of knowledge mapping in Chinese education digitalization. WOS and CNKI databases were used to gather literature on Chinese education digitalization research from 2012 to 2022. CiteSpace was used to draw a knowledge map of Chinese education digitalization research through co-occurrence analysis of core authors, issuing institutions and regions and cluster analysis and burst terms analysis of keywords, combined with intensive manual studying of the literature. The results show the research status and hot spots of Chinese education digitalization research are divided into four dimensions: studies of lifelong education research in digital open universities and the online teaching transformation in higher education; studies of digital educational publications, the development and application of digital learning resources in vocational colleges and universities, and the equity of basic education resources in the digital context; studies on artificial intelligence technology empowering the digital transformation of education in China; and studies of digital integration of production and teaching in rural revitalization and improvement of digital literacy of university students and faculty. Future digital education research trends in China are likely to focus on the normalization of online education; the development of online education resources in the context of new infrastructure; “new technology plus education”; the impact of digital games on education; a more diversified digital divide in education; and digital rights, digital ethics, digital maturity and the Global Digital Education Development Index.

This research aims to improve problem-solving abilities regarding the greenhouse effect using project-based learning methods supported by Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD)-based teaching materials. The study was conducted in multiple phases: (i) utilizing a pretest to gauge students’ prior knowledge, (ii) employing the project-based learning approach to teach the greenhouse effect, and (iii) assessing students’ final knowledge (with a posttest). The research was completed with the observation of temperature variations in a greenhouse prototype. Students monitored and recorded temperature changes over time. Students’ problem-solving abilities increased significantly after being treated using project learning assisted by STEM-ESD teaching materials, imparting more information through the media by stimulating students’ curiosity and interest in science subjects.

This study uses the systematic literature review (SLR) method to identify knowledge trends in beliefs about the nature of mathematics, learning mathematics and identify new development opportunities for further research. The Scopus database was used, and 41 documents were found as the primary source for further analysis. The results show that mathematical beliefs have become a current research trend. The number of publications increased significantly starting in 1989, accompanied by many citations. Based on these primary documents, it is known that the development of mathematical beliefs research topics. The foundation of this topic begins with studying the topic of knowledge, activities, and learning mathematics. Then it is developed into other, more varied studies, including teacher’s beliefs transition; mathematical beliefs comparison; mathematics teacher’s belief, teaching, and learning; mathematical beliefs and problem-solving; inquiry-based learning (IBL); affective factors; technology utilization; common misconceptions; and development of mathematics teacher’s beliefs instrument. This research investigates the core of scientific work to provide information to researchers and institutions as material for consideration of research to be carried out.

Academic culture has a long tradition in higher education studies; nevertheless, only a few studies on this concept are available. This article aims to review the use of the concept of academic culture in higher education literature based on a bibliographic review, supported by bibliometric techniques, of studies on this topic in the last twenty years, paying special attention to state of the art in the Latin American context. The results show a growing use of the concept, which has not been yet linked to a clear definition that could conduce to the consolidation of a field of study of the cultural dimension of the sector. Specifically, there are four lines of research on academic culture: the impact of changes in the political economy on the traditional values of higher education institutions, the challenges of international exchange of students and academics, the recognition of implicit biases in the dominant academic culture, and the relationship between tacit regulations and organizational reform processes. This article also addresses how the fundamentally atheoretical character of academic culture studies mirrors the state of research in higher education, particularly in the Latin American context.

The journal, Higher Education (HE), was established in 1972 and is currently one of the leading international journals in higher education studies. By using bibliometric techniques, a systematic review, and a social network analysis, this review article provides an overview of the main patterns of publications in HE during its history. The findings show that (i) the volume of articles has been continuously increasing, with a particular marked uplift since 2007; (ii) while single-authored articles have dominated the publication pattern, collaborative articles have shown a particular growth over the last decade; (iii) the USA, the UK, and Australia have dominated the journal in terms of the number of articles, international collaboration, and the most prolific authors; (iv) while Chinese authors have become more evident, there has been a near-absence of contributions from Latin America, Eastern Europe, and most of Africa; (v) in the entire history of HE, there has been a gender imbalance (in favour of male authors) across the most cited articles, but this pattern has changed in the last decade and; (vi) both teaching and learning and system policy have been key research themes in the journal although internationalisation and the student experience have recently gained traction. These patterns of publication in HE, with their imbalances and absences, suggest several challenges ahead.

The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including Analyze results and Citation report. The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the “social network” (2000–2010), the “digitalisation network” (2011–2015) and the “network of the expansion of digital pedagogy” (2016–2023). The most-mature research (2005–2009) concerns the integration of technologies in education. The research with the greatest impact (2020–2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.

Background: The flipped classroom is a new educational technology strategy, based on a constructivist approach that promotes active student participation. Therefore, the objective of the study was to analyze the bibliometric indicators of the scientific production on the flipped classroom in medical education. Method: Descriptive and retrospective bibliometric study, based on the scientific publications of journals indexed in Scopus from 2012 to 2021. A search strategy was developed with MESH terms and Boolean operators (“AND” and “OR”). The bibliometric metrics were performed with Elsevier’s SciVal program. Results: 41.8% and 28.3% of the publications were in Q1 and Q2 quartile journals, respectively. In addition, Harvard University is the one with the most publications (15), but the University of North Carolina has the greatest impact (54.7 citations per publication). The journal Academic Medicine (Q1) and Academic Radiology (Q1) presented more citations per publication, with 79.9 and 42.2, respectively. 35.3% of the publications have national collaboration and 13.4% international. The author Zheng Binbin (FWCI: 4.64) is the one with the highest number of expected citations compared to the world average. Conclusions: There is a favorable trend in the number of publications with greater emphasis on high impact journals (Q1 and Q2). The authors and institutions with the most production were those from the United States and the most frequent type of collaboration was institutional.

INTRODUCTION. This article presents a review of the indexed literature in Scopus and Web of Science-Clarivate databases based on the analysis of bibliometric indicators on the use of Emerging Technologies in Education, considering those included in the Horizon Report: K-12 Edition; a) Makerspaces, b) Robotics, c) Analytic Technologies, d) Virtual Reality, e) Artificial Intelligence and f) The Internet of Things (IoT). In addition, they are considered as variable to be used in teaching of Science Education and STEM/STEAM Education in Secondary Education context. METHOD. The revision is developed by using the flow for bibliometric studies proposed by Zu-pic and Čater (2015). A search was carried out in Scopus and WoS based on an equation that gathers key terms of the three described variables of analysis. RESULTS. The main results obtained indicate that there is a notorious increase in scientific production on the topic, especially from 2017 onwards. In addition, a predominance of Immersive Technologies and Educational Robotics as the preferred technologies for the development of science education is observed. DISCUSSION. There is a predominance of science education in particular over STEM and STEAM approaches, however, a positive trend is observed related to the last two in the late part of the decade analy-zed. On the other hand, it is observed that from 2018 onwards, the scientific production regard-ing the use of emerging technologies has had an accelerated growth, with Virtual Reality and Robotics being the most used.

Background: the training and promotion of new researchers as an essential contribution in the construction of science is now a crucial aspect in higher education. Aim: to characterize communication patterns and impact of medical science student scientific output worldwide. Methods: a bibliometric study was carried out on student scientific output in health sciences, using the Scopus database. It was defined as “article with student participation” those in which at least one author who declared in his affiliation to be a student of one of the careers in health sciences (Medicine, Dentistry or Nursing) appeared. Results: Were retrieved 21162 documents, 94,77 % were original, followed by reviews (8,25 %) and letters (5,30 %). The most productive region was the Middle East. The Biomedical categories prevailed in the study, headed by Medicine. Conclusions: the pattern of student scientific communication at a global level is characterized by a tendency to increase scientific output with a high leadership of authors from the Middle East and North America. These results reflect the rise of the scientific student movement in recent years, in terms of raising the scientific quality of graduates of health sciences careers.

Objective: The scientific production of universities plays a fundamental role in the progress and development of society. These institutions are engines of knowledge and the generation of new ideas, contributing significantly to the advancement of science and technology. In this regard, the aim of the present research was to analyze the scientific production of six universities in southeastern Peru in the Scopus database. Method: The research was bibliometric and retrospective in nature, in which the scientific production of UNAMAD, UAC, UNSAAC, UNIQ, UNA, and UNAJ was described through the analysis of documents indexed in Scopus. Results: It was found that UNSAAC and UNA had a higher scientific production in Scopus, with 1060 and 645 documents, respectively. Likewise, it was found that both universities significantly increased their scientific production in the last decade and had the highest number of research faculty registered in RENACYT. Similarly, it was determined that the main thematic areas linked to the documents indexed in Scopus were Social Sciences and Agricultural and Biological Sciences. Finally, it was confirmed that the predominant document types in all universities were original articles, conference papers, and review articles, which were primarily published in English and Spanish. Conclusions: In recent years, the scientific production of universities in southeastern Peru in the Scopus database has increased significantly; however, it still remains limited and insufficient when compared to the more competitive universities in the country. © 2023, FACMED – Faculty of Medical and Juridical Sciences.

This paper reports on a comprehensive study, which has investigated the approaches, methods and tools being deployed in implementing living labs among higher education institutions (HEIs) around the world. Two methods were employed. First, a bibliometric analysis of the current emphasis given to living labs in a sustainable development context and in the implementation of the Sustainable Development Goals (SDGs). Second, an empirical study aimed at identifying the use levels of living labs at HEIs. This was accomplished through an analysis of selected case studies that showcased successful approaches to SDGs implementation with living labs, and resulted in a framework for action. There are three main findings from these analyses. The first is that the multidisciplinary character of living labs in the context of sustainable development needs to be considered, to maximize their impacts. Second, most of the studied living labs focus on SDGs 4 and 11, which deal with providing quality education and ensuring the sustainable development of cities and communities. Third, the challenges encountered in the implementation of living labs refer to (1) the complexities in institutional administration, (2) the tensions between different groups of interest that need to be addressed by enhanced communication, and (3) the necessity to pay attention to the demand of using sustainability and innovation as a strategy in the operations of living labs. The paper draws from the experiences and lessons learned and suggests specific measures, which will improve the use of living labs as more systemic tools towards the implementation of the SDGs.

This article aims to characterize the scientific production of Digital Educational Resources (DER) and Virtual Learning Objects (VLO) published between 2000 and 2021 and indexed in the main collections of Web of Science, Scielo Citation Index, Scopus, and Dimensions. To achieve this, a two-phase quantitative methodology is used. In the first phase, a bibliometric analysis (n=649) is carried out to characterize the production and, in the second phase, a content analysis (n=171) is carried out of publications focused on the development of DER and VLO. Our results show that Colombia is the country with the highest production of DER and VLO, that the largest number of educational resources are aimed at higher education students and that few are inclusive in their characteristics. Finally, the production of scientific texts has been increasing and is positioned as a trend in the specialized databases included in this study, especially for the time frame of the Covid-19 pandemic.

This article focus on the topic of women in the Peruvian archaeological academy from a feminist perspective characterized by its disruptive and critical drive. In Peru, the archaeological community is distinguished by its breadth and diversity in terms of gender, ethnicity, origin, and socioeconomic position. However, research about about a comprehensive history of women in Peruvian archaeology is scarce. In this regard, and to study the level of participation that women archeologists have in local academic production, the authors raise the following question: What is the situation of women archaeologists in the Peruvian academic dissemination spaces? For this purpose, two of the journals with the highest impact at the national level, Arqueologia y Sociedad and the Boletin de Arqueologia PUCP, were analyzed. The analysis shows the lack of gender equality in these two spaces of scientific dissemination and the underrepresentation of women compared to their male peers, all this in contrast to the steady increase of women in this academic field.