EMERGING TECHNOLOGIES IN PRE-SERVICE TEACHER EDUCATION: A BIBLIOMETRIC MAPPING OF GLOBAL RESEARCH TRENDS (2015–2024)
Abstract
The integration of emerging technologies into pre-service teacher education has become an increasingly prominent focus in educational research. To capture the state of the art in this field, this study conducted a bibliometric analysis of 1,477 Scopus-indexed journal articles published between 2015 and 2025. Statistical and visual analyses of the retrieved literature indicate a steady growth in publications, with notable peaks coinciding with the COVID-19 pandemic, which accelerated digital adoption in teacher training. The findings reveal that the most influential authors and frameworks, particularly TPACK, continue to shape scholarly discourse, while cutting-edge technologies such as artificial intelligence, virtual and augmented reality, gamification, and learning analytics represent emerging themes. Co-occurrence and clustering analyses identified seven major thematic groups, spanning from advanced digital tools and instructional applications to teacher preparation, digital competence, and blended learning contexts. These clusters highlight the multidimensional nature of technology integration, linking innovative digital practices with pedagogical and institutional concerns. Moreover, the collaboration network analysis shows strong international partnerships, with the United States, Australia, China, and several European and Asian countries acting as central hubs. This study contributes to the field by providing a comprehensive mapping of global research trends, intellectual structures, and future directions in pre-service teacher education and emerging technologies. The results offer valuable insights for scholars, policymakers, and practitioners seeking to design adaptive and evidence-based teacher preparation programs that align with the demands of 21st-century education.
Integrasi teknologi baru ke dalam pendidikan calon guru telah menjadi fokus yang semakin menonjol dalam penelitian pendidikan. Untuk memotret perkembangan terkini di bidang ini, penelitian ini melakukan analisis bibliometrik terhadap 1.477 artikel jurnal terindeks Scopus yang diterbitkan antara tahun 2015 dan 2025. Analisis statistik dan visual terhadap literatur yang diperoleh menunjukkan pertumbuhan publikasi yang stabil, dengan lonjakan signifikan yang bertepatan dengan pandemi COVID-19—peristiwa yang mempercepat adopsi teknologi digital dalam pelatihan guru. Temuan penelitian mengungkapkan bahwa penulis dan kerangka kerja yang paling berpengaruh, khususnya TPACK, terus membentuk diskursus ilmiah, sementara teknologi mutakhir seperti kecerdasan buatan (AI), *virtual reality* dan *augmented reality*, gamifikasi, serta analitik pembelajaran muncul sebagai tema-tema baru yang penting. Analisis ko-okurensi dan klasterisasi mengidentifikasi tujuh kelompok tematik utama, mulai dari perangkat digital canggih dan aplikasi instruksional hingga persiapan guru, kompetensi digital, dan konteks pembelajaran campuran (*blended learning*). Klaster-klaster ini menyoroti sifat multidimensi dari integrasi teknologi, yang menghubungkan praktik digital inovatif dengan aspek pedagogis dan kelembagaan. Selain itu, analisis jaringan kolaborasi menunjukkan adanya kemitraan internasional yang kuat, dengan Amerika Serikat, Australia, Tiongkok, serta beberapa negara Eropa dan Asia berperan sebagai pusat utama. Penelitian ini memberikan kontribusi bagi bidang terkait dengan menyajikan pemetaan komprehensif mengenai tren penelitian global, struktur intelektual, dan arah masa depan dalam pendidikan calon guru dan teknologi baru. Hasil penelitian ini menawarkan wawasan berharga bagi para akademisi, pembuat kebijakan, dan praktisi yang ingin merancang program persiapan guru yang adaptif dan berbasis bukti, yang selaras dengan tuntutan pendidikan abad ke-21.
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DOI: https://doi.org/10.17509/e.v25i2.104234
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