Mapping the Landscape of DigCompEdu: A Bibliometric Approach

Anshu Chandra, Kirtika Sharma, Thienkholal Guite, Prof. Anju Verma

Abstract


Abstract: This study is an analysis of all the academic work that was done on DigCompEdu (the European Framework for the Digital Competence of Educators) between the year 2017 and 2024. It does this because schooling around the world is quickly becoming more digital. VOS Viewer 1.6.20 edition software and complex bibliometric methods such as co-authorship mapping, keyword co-occurrence, and co-citation networks are used in this study to analysed for research trends, patterns of collaboration, and intellectual frameworks in this new field through the finally selected 303 papers from the Scopus database. Based on the data, there have been significantly more publications since 2020. The investigation has been revealed that Spain as the most productive and beneficial country globally. “Digital competence,” “teachers training,” and “e-learning” are found to be important study clusters by thematic mapping, and visualization technologies are used on top of them. The most mentions came from high-impact journals like Computers and Education and Sustainability (Switzerland), and well-known people like Redecker and Cabero-Almenara became thought leaders in the field. More and more people from all over the world and different fields are using DigCompEdu. However, the data also shown that there are gaps in geography and themes, especially from the global South. This paper does a thorough, evidence-based study of the philosophical and structural framework of educator digital competency research. It gives researchers, policymakers, and practitioners significant information.


Keywords


DigCompEdu, Teacher Education, Digital Competence, Bibliometric Analysis.

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References


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