Mapping Digital Learning Transformation for 21st Century Skills: A Bibliometric Analysis

Puspa Widyastuti, Mariano Dos Santos, James Leonard Mwakapemba

Abstract


Digital transformation in education is key in preparing students to face the challenges of the 21st century, especially in building critical thinking, communication, collaboration, and creativity (4C) skills. The acceleration of technology adoption during the COVID-19 pandemic has also strengthened digital integration in learning, but it has also posed challenges such as access inequalities, pedagogical readiness, and infrastructure gaps. This research aims to map the direction and development of global research on the transformation of digital learning and competencies in the 21st century using a bibliometric approach. Data were collected from the Scopus database for the 2015–2025 period, with filters for social science subjects, journal article types, English, and open access. Of the initial 418 articles, 71 selected articles were analyzed using Bibliometrix through Biblioshiny. The results show a significant upward trend in publications since 2017, with a peak in 2024. The main themes that emerged included digital literacy, active learning, computational thinking, and higher education. Indonesia and Malaysia became the most dominant countries in publications, indicating the strategic role of the Asian region in the development of this research. The thematic map identifies core themes relevant to technology-based innovative learning. This study provides a comprehensive overview of the scientific landscape in digital education and forms the basis for policy formulation and curriculum design that is more adaptive, inclusive, and future-oriented.

Keywords


digital transformation; 21st century competencies; digital literacy; bibliometric analysis

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References


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DOI: https://doi.org/10.59247/jtped.v1i2.14

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