How the Literature Frames Teachers’ Digital Competence? A Bibliometric Exploration of Scopus Publications

Indah Khoerunnisa, Alam Fathurochman, Wemvi Afrialdo, M Fahrudin, Mutiara Salsabilla, Zahra Salsabila, Isna Inun Wulan Sari

Abstract


This study employs bibliometric analysis to map the scholarly landscape of research on teachers’ digital competence in Scopus-indexed publications from 2020 to 2026. It aims to examine trends in publication growth, citation dynamics, influential sources, collaboration patterns, and the conceptual and thematic structure of the field. Bibliographic data were retrieved from the Scopus database and analyzed using Biblioshiny (R-bibliometrix) and VOSviewer for performance analysis and science mapping. The dataset comprises 1,797 documents published across 505 sources, indicating that teachers’ digital competence is a relatively recent and rapidly expanding research area. The findings reveal a steady increase in scientific production between 2020 and 2024, reflecting heightened academic attention following the acceleration of digital transformation in education. Citation analysis shows higher average citations for earlier publications, largely due to citation time-lag effects. Conceptual structure and co-word analyses demonstrate an integrated and multidimensional research domain centered on digital competence, closely connected to teacher training, teaching practices, digital literacy, and e-learning, with emerging trends related to professional development, preservice teachers, and artificial intelligence in education. The findings indicate a clear shift toward more holistic, contextual, and future-oriented approaches to teacher professional development.

Keywords


Bibliometric analysis, Digital competence, Digital literacy, E-learning, Teachers.

References


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DOI: https://doi.org/10.17509/ijotis.v5i2.96520

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