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Eğitimde Dijital Pedagoji Çalışmalarına Yönelik Bir Bibliyometrik Analiz

Yıl 2025, Cilt: 8 Sayı: 1, 38 - 61, 30.06.2025

Emine Özer , Orhan Aktaş , Muhammed Zeki Güz , Bahadır Kılcan

https://doi.org/10.48174/buaad.1667446

Öz

Bu çalışma, dijital pedagoji literatürünün mevcut durumu ve temel eğilimlerini incelemek amacıyla bibliyometrik analiz yöntemini kullanarak gerçekleştirilmiştir. Araştırma, 1999-2024 yılları arasında Dimension, Lens, PubMed, Scopus ve Web of Science gibi beş büyük akademik veri tabanında “digital pedagogy” ifadesine dayalı sistematik aramalar yoluyla elde edilen veriler üzerinden yürütülmüştür. Veri toplama sürecinde arama sorguları, filtreleme kriterleri ve çıktı formatları titizlikle belirlenmiş; elde edilen veriler Excel ve R’nin Biblioshiny paketi kullanılarak entegre edilip temizlenmiş ve yinelenen kayıtlar ayıklanarak nihai analiz için 874 benzersiz kayıt oluşturulmuştur. Analiz aşamasında, yayın dağılımı, önde gelen yazarlar, en çok atıf alan makaleler, dergiler ve anahtar kelime trendleri detaylı olarak incelenmiştir. Bulgular, dijital pedagoji literatüründe özellikle 2014 yılından itibaren belirgin bir artış olduğunu ve 2019–2024 döneminde yayın sayısının ciddi oranda yükseldiğini ortaya koymaktadır. Bu durum, dijital teknolojilerin eğitimde giderek daha merkezi bir rol oynadığını ve dijital pedagoji araştırmalarının sürdürülebilir, hızla büyüyen bir alan olarak önem kazandığını göstermektedir. Çalışmanın sonuçları literatürdeki eğilimleri, boşlukları ve potansiyel gelişim alanlarını ortaya çıkararak akademik ve uygulamaya yönelik önemli çıkarımlar sunmaktadır. Bu kapsamda, dijital pedagoji çok disiplinli bir alan olması bakımından disiplinlerarası ve uluslararası iş birliklerinin teşvik edilmesi; bibliyometrik bulguların nitel içerik analizleriyle desteklenerek kuramsal ve metodolojik yönelimlerin daha iyi anlaşılması; öğretmen eğitimi programlarında dijital pedagojik yeterliklere odaklanılması; dijital pedagojiyi merkeze alan yenilikçi ve kapsayıcı eğitim politikalarının oluşturulması; yapay zekâ ve dijital beceriler gibi güncel temalara odaklanılması ve gelecekteki analizlerin yalnızca makalelerle sınırlı kalmayıp tezler, konferans bildirileri ve kitap bölümleri gibi farklı akademik yayın türlerini de kapsayacak şekilde genişletilmesi önerilmektedir. Ayrıca, dijital pedagojinin yapay zekâ destekli öğrenme sistemleri gibi alanlarda daha fazla araştırma yapılması da önem arz etmektedir.

Anahtar Kelimeler

eğitim dijital pedagoji bibliyometri r-studio

Kaynakça

  • Aria, M. & Cuccurullo, C. (2017). Bibliometrix: An R‐tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. Retrieved from https://www.sciencedirect.com/science/article/pii/S1751157717300500?via%3Dihub.
  • Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) konusunda öz‐değerlendirme seviyelerinin belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 15–32.
  • Broadus, R. (1987). Toward a definition of bibliometrics. Scientometrics, 12(5–6), 373–379. Retrieved from https://link.springer.com/article/10.1007/BF02016680.
  • Crawford, J., Butler-Henderson, K., Rudolph, J. et al. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning, 3, 1-21. https://doi.org/10.37074/jalt.2020.3.1.7
  • Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349–365). Springer ScienceþBusiness Media.
  • Dillenbourg, P. (2016). The evolution of research on digital education. International Journal of Artificial Intelligence in Education, 26(2), 544–560. https://doi.org/10.1007/s40593-016-0106-z
  • European Commission (2020, September 30). Digital Education Action Plan (2021–2027) European Commission.
  • European Commission. (2021). Europe’s Digital Decade: Digital Targets for 2030. Retrieved from https://digital-strategy.ec.europa.eu/en/policies/europes-digital-decade.
  • Fernández López, R., Vilalta Alonso, J. A., Porraspita, D. A. & León Sánchez, M. A. (2022). Prospective scenarios: A literature review using the R bibliometrix package. Bibliotecas. Anales de Investigacion, 18(1), 1–30. Retrieved from https://www.researchgate.net/publication/359348013_PROSPECTIVE_SCENARIOS_A_LITERATURE_REVIEW_USING_THE_R_BIBLIOMETRIX_PACKAGE.
  • Garfield, E. (1990). Keywords Plus: ISI’s breakthrough retrieval method. Part 1. Expanding your searching power on current contents on diskette. Current Comments, 1(32), 5-9.
  • Ilaltdinova, E. Y., Belyaeva, T. K. & Lebedeva, I. V. (2019). Digital pedagogy: Features of the term evolution in the framework of categories and concepts of pedagogy. Perspektivy Nauki i Obrazovania – Perspectives of Science and Education, 40(4), 33–43. https://doi.org/10.32744/pse.2019.4.3.
  • Imaduddin, M., & Eilks, I. (2024). A scoping review and bibliometric analysis of educational research on water literacy and water education. Sustainable Chemistry and Pharmacy, 42, 101833. https://doi.org/10.1016/j.scp.2024.101833
  • Karaca, A., & Kılcan, B. (2023). The Adventure of Artificial Intelligence Technology in Education: Comprehensive Scientific Mapping Analysis. Participatory Educational Research, 10(4), 144-165. https://doi.org/10.17275/per.23.64.10.4
  • Kearney, M., Schuck, S. & Burden, K. (2022). Digital pedagogies for future school education: Promoting inclusion. Irish Educational Studies, 41(1), 117–133. https://doi.org/10.1080/03323315.2021.2024446.
  • Lähdesmäki, S., Maunumäki, M. & Nurmi, T. (2024). Play is the base! ECEC leaders’ views on the development of digital pedagogy. Early Childhood Education Journal, 52(8), 1897–1910.
  • Levin, D. & Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35, 235–240. https://doi.org/10.1007/s11217-016-9514-7.
  • Lewin, D. (2010). ‘They know not what they do’: The spiritual meaning of technological progress. Journal of Contemporary Religion, 25(3), 347–362. https://doi.org/10.1080/13537903.2010.516537.
  • OECD. (2015). Students, computers and learning: Making the connection, PISA. OECD Publishing. http://dx.doi.org/10.1787/9789264239555-en.
  • OECD. (2018). The future of education and skills: Education 2030. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf .
  • OECD. (2019). Future of education and skills 2030: OECD Learning Compass 2030: A series of concept notes. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/about/projects/ edu/education-2040/1-1-learning-compass/OECD_Learning_Compass_2030_Concept_ Note_Series.pdf.
  • Pongsakdi, N., Kortelainen, A. & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26, 5041–5054. https://doi.org/10.1007/s10639-021-10439-w.
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348–349.
  • Sailin, S. & Mahmor, N. (2018). Improving student teachers’ digital pedagogy through meaningful learning activities. Malaysian Journal of Learning and Instruction, 15(2), 143–173.
  • Siemens, G. (2013). Massive open online courses: Innovation in education? In R. McGreal, R. Kinuthia, W. Marshall, S., & McNamara, T. (Eds.), Open educational resources: Innovation, research and practice (pp. 5–15). Athabasca, Canada: Athabasca University Press. Retrieved from http://oasis.col.org/handle/11599/486.
  • Tripathi, M., Kumar, S., Sonker, S. K., & Babbar, P. (2018). Occurrence of author keywords and keywords plus in social sciences and humanities research: A preliminary study. COLLNET Journal of Scientometrics and Information Management, 12(2), 215-232.
  • Väätäjä, J. & Frangou, S. M. (2021). Conceptualising a model for meaningful digital pedagogy. In Y. M. Huang, C. F. Lai, & T. Rocha (Eds.), Innovative technologies and learning. ICITL 2021.
  • Väätäjä, J. & Korte, S.-M. (2023). Exploring the conceptions of meaningful digital pedagogy in the context of teacher education practicums. Education in the North, 30(2), 136–155. https://doi.org/10.26203/4fyb-yy18.
  • Väätäjä, J. O. & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology. https://doi.org/10.1177/1834490921995395.
  • Watermeyer, R., Crick, T., Knight, C., et al. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, 623–641. https://doi.org/10.1007/s10734-020-00561-y

A Bibliometric Analysis of Digital Pedagogy Studies in Education

Yıl 2025, Cilt: 8 Sayı: 1, 38 - 61, 30.06.2025

Emine Özer , Orhan Aktaş , Muhammed Zeki Güz , Bahadır Kılcan

https://doi.org/10.48174/buaad.1667446

Öz

This study was conducted using bibliometric analysis methods to examine the current state and key trends in the digital pedagogy literature. The research was carried out using data obtained through systematic searches of the expression “digital pedagogy” across five major academic databases (Dimension, Lens, PubMed, Scopus, and Web of Science) for the years 1999–2024. In the data collection process, search queries, filtering criteria, and output formats were meticulously defined; the collected data was integrated and cleaned using Excel and R’s Biblioshiny package, with duplicate records removed to create a final dataset of 874 unique records. During the analysis phase, publication distribution, leading authors, most cited articles, journals, and keyword trends were thoroughly examined. The findings reveal a notable increase in the digital pedagogy literature, particularly since 2014, with a significant rise in publications during the 2019–2024 period. This indicates that digital technologies are playing an increasingly central role in education and that digital pedagogy research is becoming an important, rapidly growing field. The study’s results provide significant academic and practical insights by identifying trends, gaps, and potential areas for development in the literature. In this context, it is recommended to promote interdisciplinary and international collaborations, as digital pedagogy is a multidisciplinary field; to support bibliometric findings with qualitative content analyses to better understand theoretical and methodological trends; to focus on digital pedagogical competencies in teacher education programs; to develop innovative and inclusive education policies centered around digital pedagogy; to focus on current themes such as artificial intelligence and digital skills; and to expand future analyses to include not only journal articles but also theses, conference papers, and book chapters, thereby broadening the scope of academic publications. Furthermore, it is also crucial to conduct more research in areas such as artificial intelligence-supported learning systems within digital pedagogy.

Anahtar Kelimeler

Education digital pedagogy bibliometrics R-Studio

Kaynakça

  • Aria, M. & Cuccurullo, C. (2017). Bibliometrix: An R‐tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. Retrieved from https://www.sciencedirect.com/science/article/pii/S1751157717300500?via%3Dihub.
  • Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) konusunda öz‐değerlendirme seviyelerinin belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 15–32.
  • Broadus, R. (1987). Toward a definition of bibliometrics. Scientometrics, 12(5–6), 373–379. Retrieved from https://link.springer.com/article/10.1007/BF02016680.
  • Crawford, J., Butler-Henderson, K., Rudolph, J. et al. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning, 3, 1-21. https://doi.org/10.37074/jalt.2020.3.1.7
  • Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349–365). Springer ScienceþBusiness Media.
  • Dillenbourg, P. (2016). The evolution of research on digital education. International Journal of Artificial Intelligence in Education, 26(2), 544–560. https://doi.org/10.1007/s40593-016-0106-z
  • European Commission (2020, September 30). Digital Education Action Plan (2021–2027) European Commission.
  • European Commission. (2021). Europe’s Digital Decade: Digital Targets for 2030. Retrieved from https://digital-strategy.ec.europa.eu/en/policies/europes-digital-decade.
  • Fernández López, R., Vilalta Alonso, J. A., Porraspita, D. A. & León Sánchez, M. A. (2022). Prospective scenarios: A literature review using the R bibliometrix package. Bibliotecas. Anales de Investigacion, 18(1), 1–30. Retrieved from https://www.researchgate.net/publication/359348013_PROSPECTIVE_SCENARIOS_A_LITERATURE_REVIEW_USING_THE_R_BIBLIOMETRIX_PACKAGE.
  • Garfield, E. (1990). Keywords Plus: ISI’s breakthrough retrieval method. Part 1. Expanding your searching power on current contents on diskette. Current Comments, 1(32), 5-9.
  • Ilaltdinova, E. Y., Belyaeva, T. K. & Lebedeva, I. V. (2019). Digital pedagogy: Features of the term evolution in the framework of categories and concepts of pedagogy. Perspektivy Nauki i Obrazovania – Perspectives of Science and Education, 40(4), 33–43. https://doi.org/10.32744/pse.2019.4.3.
  • Imaduddin, M., & Eilks, I. (2024). A scoping review and bibliometric analysis of educational research on water literacy and water education. Sustainable Chemistry and Pharmacy, 42, 101833. https://doi.org/10.1016/j.scp.2024.101833
  • Karaca, A., & Kılcan, B. (2023). The Adventure of Artificial Intelligence Technology in Education: Comprehensive Scientific Mapping Analysis. Participatory Educational Research, 10(4), 144-165. https://doi.org/10.17275/per.23.64.10.4
  • Kearney, M., Schuck, S. & Burden, K. (2022). Digital pedagogies for future school education: Promoting inclusion. Irish Educational Studies, 41(1), 117–133. https://doi.org/10.1080/03323315.2021.2024446.
  • Lähdesmäki, S., Maunumäki, M. & Nurmi, T. (2024). Play is the base! ECEC leaders’ views on the development of digital pedagogy. Early Childhood Education Journal, 52(8), 1897–1910.
  • Levin, D. & Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35, 235–240. https://doi.org/10.1007/s11217-016-9514-7.
  • Lewin, D. (2010). ‘They know not what they do’: The spiritual meaning of technological progress. Journal of Contemporary Religion, 25(3), 347–362. https://doi.org/10.1080/13537903.2010.516537.
  • OECD. (2015). Students, computers and learning: Making the connection, PISA. OECD Publishing. http://dx.doi.org/10.1787/9789264239555-en.
  • OECD. (2018). The future of education and skills: Education 2030. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf .
  • OECD. (2019). Future of education and skills 2030: OECD Learning Compass 2030: A series of concept notes. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/about/projects/ edu/education-2040/1-1-learning-compass/OECD_Learning_Compass_2030_Concept_ Note_Series.pdf.
  • Pongsakdi, N., Kortelainen, A. & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26, 5041–5054. https://doi.org/10.1007/s10639-021-10439-w.
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348–349.
  • Sailin, S. & Mahmor, N. (2018). Improving student teachers’ digital pedagogy through meaningful learning activities. Malaysian Journal of Learning and Instruction, 15(2), 143–173.
  • Siemens, G. (2013). Massive open online courses: Innovation in education? In R. McGreal, R. Kinuthia, W. Marshall, S., & McNamara, T. (Eds.), Open educational resources: Innovation, research and practice (pp. 5–15). Athabasca, Canada: Athabasca University Press. Retrieved from http://oasis.col.org/handle/11599/486.
  • Tripathi, M., Kumar, S., Sonker, S. K., & Babbar, P. (2018). Occurrence of author keywords and keywords plus in social sciences and humanities research: A preliminary study. COLLNET Journal of Scientometrics and Information Management, 12(2), 215-232.
  • Väätäjä, J. & Frangou, S. M. (2021). Conceptualising a model for meaningful digital pedagogy. In Y. M. Huang, C. F. Lai, & T. Rocha (Eds.), Innovative technologies and learning. ICITL 2021.
  • Väätäjä, J. & Korte, S.-M. (2023). Exploring the conceptions of meaningful digital pedagogy in the context of teacher education practicums. Education in the North, 30(2), 136–155. https://doi.org/10.26203/4fyb-yy18.
  • Väätäjä, J. O. & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology. https://doi.org/10.1177/1834490921995395.
  • Watermeyer, R., Crick, T., Knight, C., et al. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, 623–641. https://doi.org/10.1007/s10734-020-00561-y
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Emine Özer 0000-0003-0341-7023

Orhan Aktaş 0000-0001-8192-4085

Muhammed Zeki Güz 0000-0003-0219-4817

Bahadır Kılcan 0000-0003-0646-1804

Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 28 Mart 2025
Kabul Tarihi 27 Haziran 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 8 Sayı: 1

Kaynak Göster

APA Özer, E., Aktaş, O., Güz, M. Z., Kılcan, B. (2025). Eğitimde Dijital Pedagoji Çalışmalarına Yönelik Bir Bibliyometrik Analiz. Bayterek Uluslararası Akademik Araştırmalar Dergisi, 8(1), 38-61. https://doi.org/10.48174/buaad.1667446
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