Summary
This bibliometric study analysed 1,291 peer-reviewed documents published between 2000–2019 to identify global research trends at the intersection of digital education and artistic-visual learning in higher education contexts. The analysis mapped contributions by key authors, institutions, and countries, identifying emerging research lines focused on digital technologies, visual media, and educational innovation. The findings show accelerating scholarly activity in this domain, primarily concentrated within social sciences, with implications for institutional and policy decision-making regarding digital pedagogies.
UK applicability
The study's global bibliometric findings provide contextual evidence for UK higher education institutions considering digital transformation and visual learning integration, though the analysis does not isolate UK-specific institutional or policy implications. UK institutions may use the identified research trends and key topic clusters to benchmark their own digital education strategies against international developments.
Key measures
Scientific publication volume, author productivity, institutional contributions, geographic distribution of research, research topic clusters (Internet, education, visuals, computer programmes, learning, digital media literacy, educational technology)
Outcomes reported
The study identified global trends and research lines in digital education linked to artistic and visual learning in higher education between 2000–2019 using bibliometric analysis of 1,291 documents. Results mapped scientific activity by key authors, institutions, and countries, revealing increasing research relevance particularly in the final three years of the study period.
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