Digital Education and Curriculum Design: A Scientometric Analysis (2005–2025)

Rani Laylatul Fitriya, Muhammad Fahdi Akbar, Aulia Mukhlisa, Desy Dwi Putri, Resky Nuralisa Gunawan

Abstract


The landscape of education has been significantly transformed by the rapid advancement of digital technologies. However, the intersection between digital education and curriculum design remains fragmented, with limited comprehensive mapping of its thematic growth and innovation. To address this gap, this study aims to provide a scientometric review of the literature from 2005 to 2025, identifying key trends, research hotspots, and emerging directions in this domain. This research offers a consolidated view of the field’s evolution and intellectual structure, with particular attention to how novel technologies shape curriculum strategies and student engagement. The key contribution of this study lies in its dual focus on digital education and curriculum design, its use of longitudinal data, and its identification of emerging keywords that signal the future direction of educational transformation. Furthermore, the findings offer actionable insights to inform strategic decision-making by educators, researchers, and policymakers. A scientometric method was employed, using data extracted from the Scopus database. From an initial dataset of 11,288 publications, a final sample of 3,558 documents was analyzed following a rigorous multi-stage screening process. The analysis utilized bibliometric mapping through VOSviewer to identify co-occurring keywords, publication trends, and thematic clusters across two decades. Results indicate a sharp increase in scholarly output after 2018, correlating with the global acceleration of digital transformation in education. Core themes include curriculum design, student-centered learning, and assessment. Meanwhile, emerging keywords Artificial Intelligence, Blockchain, Machine Learning, Big Data, Digital Transformation, and Inclusive Education reveal a shift toward more adaptive, data-driven, and equitable models of learning. These keywords are increasingly connected to foundational educational terms, signaling their integration into mainstream academic discourse. In conclusion, this study validates the hypothesis that digital technologies are reshaping curriculum priorities while offering a forward-looking roadmap for future research. It contributes not only to academic understanding but also to the development of future-ready educational systems.

Keywords


Artificial Intelligence; Blockchain; Machine Learning; Big Data; Digital Transformation; Inclusive Education

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DOI: https://doi.org/10.59247/jtped.v2i2.20

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