Mapping the Challenges of 21st-Century Pedagogy: A Bibliometric Study
Abstract
This study examines the scholarly landscape concerning the challenges of 21st-century pedagogy through a bibliometric analysis of Scopus-indexed publications. Using a refined search strategy and applying inclusion criteria from 2010 to 2025, a total of 252 journal articles were analyzed. The findings show a significant increase in research output, with a notable surge after the COVID-19 pandemic, reflecting heightened global attention to digital learning, teacher readiness, online assessment, and equity in education. Keyword co-occurrence mapping reveals interconnected thematic clusters including digital pedagogy, 21st-century skills, instructional innovation, and emerging technologies such as artificial intelligence and immersive learning. Despite the increasing volume of research, notable gaps remain regarding empirical evidence, global representation, and holistic perspectives that integrate technological advancement with inclusive and human-centered pedagogy. The study recommends future research that strengthens methodological rigor, expands cross-contextual analyses, and explores sustainable frameworks for pedagogical transformation.
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DOI: https://doi.org/10.17509/jtkp.v7i2.93470
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