Trends in Pedagogical Research: A Scopus-Based Bibliometric Analysis of Learning Environments (2000–2025)
Abstract
This study conducts a bibliometric analysis of pedagogical research in learning environments indexed in Scopus between 2000 and 2025. From an initial 5,869 records, 713 articles were identified through the PRISMA protocol and analyzed to map publication trends, thematic clusters, and institutional contributions. Results show a sharp increase in publications after 2016, with a peak in 2023 (67 articles), reflecting the growing interest in digital pedagogy. The United States dominates the field with 351 documents and 3,565 citations, followed by the United Kingdom and Australia. Three major clusters were identified: (1) technology-based environments such as e-learning, blended learning, and virtual reality; (2) pedagogical designs including problem-based learning, educational computing, and human–computer interaction; and (3) human-centered approaches focusing on professional development, students, and socio-emotional aspects. This study highlights the research gap in long-term global mapping of pedagogical studies and contributes by visualizing 25-year trends, leading contributors, and keyword evolution. The findings provide implications for policymakers, educators, and researchers in adopting adaptive, technology-integrated, and inclusive pedagogical practices that promote both academic achievement and student well-being.
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DOI: https://doi.org/10.59247/jtped.v2i3.32
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