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COVID-19 and teachers’ digital competencies: a comprehensive bibliometric and topic modeling analysis

Author

Listed:
  • İbrahim Gökdaş

    (Aydın Adnan Menderes University)

  • Ömer Cem Karacaoğlu

    (Aydın Adnan Menderes University)

  • Abdulkadir Özkaya

    (Hatay Mustafa Kemal University)

Abstract

With the escalating global emphasis on information and communication technologies, the imperative of bolstering and enhancing teachers’ digital proficiencies comes to the forefront. Against this backdrop, this study endeavors to discern the prevailing trends and principal themes in the scholarly landscape by conducting a comprehensive analysis of research pertaining to teachers’ digital competences. The methodological framework of the inquiry encompasses two pivotal phases: bibliometric analysis and topic modeling analysis focusing on teachers’ digital competencies. Drawing upon a corpus of 3352 documents spanning the years 1994 to 2024 sourced from eminent databases such as Web of Science and Scopus, these analyses serve as the cornerstone of the investigation. By subjecting the texts to descriptive content analysis and topic modeling analysis, the study seeks to pinpoint the focal points and unveil semantic patterns inherent within the literature. The primary revelations of the inquiry underscore the burgeoning interest in studies pertaining to teachers’ digital competences, particularly spurred by exigent circumstances such as the COVID-19 pandemic. Bibliometric analyses illuminate a marked quantitative and qualitative upsurge in research output in this domain, underscoring the pivotal role of teachers’ digital proficiencies in the realm of education. The thematic contours of the research encapsulate digital skills cultivation, teacher training, the assimilation of digital technologies into pedagogical strategies, and the role of technology in times of crises such as pandemics. The findings posit that teachers’ digital competences harbor the potential to augment student attainment and advocate for continued scholarly endeavors in this domain. It is advocated that forthcoming studies adopt diverse frameworks to elucidate the nexus between curricula and digital competences, thereby fostering the development of more efficacious strategies.

Suggested Citation

  • İbrahim Gökdaş & Ömer Cem Karacaoğlu & Abdulkadir Özkaya, 2024. "COVID-19 and teachers’ digital competencies: a comprehensive bibliometric and topic modeling analysis," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-17, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-04335-0
    DOI: 10.1057/s41599-024-04335-0
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    References listed on IDEAS

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    1. Toluwase Victor Asubiaro & Sodiq Onaolapo, 2023. "A comparative study of the coverage of African journals in Web of Science, Scopus, and CrossRef," Journal of the Association for Information Science & Technology, Association for Information Science & Technology, vol. 74(7), pages 745-758, July.
    2. Ana María De la Calle & Alejandra Pacheco-Costa & Miguel Ángel Gómez-Ruiz & Fernando Guzmán-Simón, 2021. "Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    3. Stieglitz, Stefan & Mirbabaie, Milad & Ross, Björn & Neuberger, Christoph, 2018. "Social media analytics – Challenges in topic discovery, data collection, and data preparation," International Journal of Information Management, Elsevier, vol. 39(C), pages 156-168.
    4. Martina K Linnenluecke & Mauricio Marrone & Abhay K Singh, 2020. "Conducting systematic literature reviews and bibliometric analyses," Australian Journal of Management, Australian School of Business, vol. 45(2), pages 175-194, May.
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