Mapping International Collaboration and Research Hotspots in Educational Technology: A VOSviewer Analysis

Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Volume 3, Issue 6, January 2026, P. 41-53 E-ISSN: 3025-6704 DOI: https://doi.org/10.5281/zenodo.18065944 Email Korespondensi: [email protected] Mapping International Collaboration and Research Hotspots in Educational Technology: A VOSviewer Analysis Erry Hendriawan1*, Reni Marlina2, Mohamad Heri Hadian3, Iin Indra Nuraeni4, Sun Sun Pradana Yogaswara5 *1STKIP Pasundan, 2Universitas Halim Sanusi, 3Sekolah Tinggi Ilmu Tarbiyah Bandung, 4Institut Teknologi dan Kesehatan Mahardika, 5SMK Bina Negara Baleendah Bandung A B S T R A C T Educational technology has become one of the fastest-evolving fields in global education research. However, disparities in international collaboration and thematic focus remain underexplored. This study aims to map global research trends, collaboration patterns, and emerging hotspots in educational technology over the past decade. A bibliometric analysis was conducted using data from the Scopus database, covering the period 2015–2024. The dataset included 2,850 documents consisting of journal articles and conference papers retrieved using the keywords “educational technology,” “digital learning,” and “e-learning.” Data were analyzed using VOSviewer 1.6.20 to visualize co-authorship by country and author, as well as keyword co-occurrence networks. The findings reveal four major collaboration clusters dominated by the United States (n = 742), China (n = 533), United Kingdom (n = 417), Spain (n = 248), and India (n = 220). Keyword analysis shows a thematic shift from blended learning and MOOCs (pre-2020) to online learning and COVID19 education (2020–2022), followed by AI in education, learning analytics, and digital literacy (2022–2024). Six main author clusters were identified, though collaboration density remains low (<0.25). Indonesia contributed 74 publications, mainly collaborating with Malaysia, Australia, Japan, and the United Kingdom, indicating an emerging but developing research role. Global educational technology research remains concentrated in developed countries, yet participation from Asia particularly Indonesia is growing. The results highlight the need for stronger international collaboration, methodological improvement, and inclusive research ecosystems to ensure equitable development in digital education scholarship. INTRODUCTION The transformation of education in the 21st century has been largely influenced by the unprecedented advancement of digital and information technology. Educational systems worldwide are increasingly integrating technology to enhance learning effectiveness, accessibility, and global competitiveness. The evolution from traditional teaching to technologybased learning environments reflects not only a pedagogical shift but also an epistemological transformation in how knowledge is created, shared, and utilized (Adinda et al., 2024). These dynamics have accelerated the emergence of educational technology (EdTech) as a central discipline in both research and practice, highlighting the importance of global collaboration in generating innovative educational paradigms. The increasing complexity of global educational challenges requires collaborative efforts across nations and institutions. International cooperation allows researchers and educators to exchange methodologies, adapt to cultural and technological diversity, and address global educational inequalities. The rise of digital learning platforms, artificial intelligence, and outcome-based education frameworks illustrates that educational progress depends on how effectively knowledge networks are formed and sustained across borders (Li & Rohayati, 2023). The interconnectedness among researchers signifies a paradigm in which educational technology becomes not merely a support tool but an ecosystem fostering interdisciplinary innovation. A R T I C L E I N F O Article history: Received 18 December , 2025 Revised 19 December 2025 Accepted 25 December 2025 Available online 29 December 2025 Keywords Educational technology; bibliometcric analysis; VosViewer; digital learning. This is an open access article under the CC BY-SA license. Copyright © 2025 by Author. Published by Yayasan Daarul Huda Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Socius E-ISSN: 3025-6704 Bibliometric analysis has emerged as a robust approach to exploring research dynamics and intellectual structures within education. By combining citation mapping and co-authorship analysis, bibliometric tools enable researchers to visualize the evolution of academic collaboration, research hotspots, and emerging trends (Ding & Yang, 2022). VOSviewer, developed by Leiden University, is one of the most widely used software for such purposes, offering precise visualization of author networks, institutional collaborations, and keyword cooccurrence patterns (Fahrni et al., 2025). Its application in educational technology research reveals how knowledge dissemination and collaboration evolve within global academic communities. The field of educational technology is undergoing significant diversification, encompassing themes such as artificial intelligence in education (AIEd), digital pedagogy, and data-driven learning environments. A growing body of literature has explored how artificial intelligence transforms educational design, curriculum development, and student engagement (Susilowati et al., 2024). However, limited studies have systematically examined how these technological advancements intersect with international collaboration networks. Mapping these connections provides essential insights into which regions, institutions, and scholars play pivotal roles in shaping global educational research directions. The post-pandemic era intensified digitalization in education, further underscoring the need for cross-border collaboration. The sudden shift to online learning during COVID-19 forced institutions worldwide to adapt rapidly to digital solutions, amplifying disparities between technologically advanced and developing nations (Wang & Liu, 2025). This condition accelerated not only the adoption of EdTech but also the necessity to understand global cooperation patterns that support equitable access and innovation in education. Comprehensive bibliometric visualization is crucial to identify how international collaborations influence the trajectory of educational technology development. Knowledge mapping through VOSviewer offers a methodological advantage in identifying patterns of global engagement and intellectual convergence. By analyzing co-authorship and cocitation networks, scholars can trace how collaborative structures evolve and where research clusters emerge. Previous bibliometric works in related fields such as platform studies and outcome-based education have demonstrated that international partnerships are a determining factor for scientific advancement and innovation (Harverson et al., 2025). Applying this analytical lens to educational technology provides a macro-level understanding of how global educational research communities are interconnected. A review of previous research indicates that developed countries dominate the global publication landscape in educational technology. Nations such as the United States, the United Kingdom, and China have emerged as leading contributors to digital learning and educational innovation. Nevertheless, developing countries, particularly in Southeast Asia, are beginning to establish significant contributions through regional cooperation and academic mobility programs. Mapping these contributions helps identify not only geographical disparities but also potential partnerships that can bridge the global digital divide. Research hotspots in educational technology reflect evolving priorities, from early concerns about online learning platforms to contemporary interests in artificial intelligence, adaptive learning systems, and educational data analytics. Identifying these thematic transitions is vital for predicting future directions and informing policy and practice. Bibliometric mapping reveals that while earlier studies focused on instructional media and e-learning, current trends increasingly emphasize student-centered innovation, learning analytics, and cognitive Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Erry Hendriawan., et., al/ Mapping International engagement supported by intelligent systems. Such insights underscore the need for continuous interdisciplinary collaboration among educators, technologists, and policymakers. The current study aims to map the international collaboration and research hotspots in educational technology using bibliometric analysis through VOSviewer. The study provides a systematic overview of global research structures, key contributors, and emerging thematic focuses in the field. The findings are expected to assist scholars, institutions, and policymakers in understanding the patterns of knowledge exchange that drive innovation in education. By visualizing collaboration networks and research trends, this analysis seeks to enhance the global discourse on how technology can transform learning systems and foster equitable academic growth worldwide. METHOD Research Design This study employed a quantitative descriptive design through a bibliometric analysis approach using the VOSviewer software. Bibliometric analysis provides a structured method to assess scientific publications, identify collaboration networks, and uncover intellectual patterns within a research domain (Ding & Yang, 2020). The approach allows for the visualization of relationships among authors, institutions, countries, and frequently occurring keywords, offering insights into research structures and thematic development trends. In this study, bibliometric mapping was used to explore international collaboration patterns and research hotspots in the field of Educational Technology. The design followed previous bibliometric models applied by (Li & Rohayati, 2023), ensuring methodological consistency and analytical rigor. Data Source and Collection All bibliometric data were retrieved from the Scopus database, which is recognized for its comprehensive coverage and reliability in indexing peer-reviewed scientific literature. Scopus was selected due to its multidisciplinary scope and its compatibility with VOSviewer data formats. The search query used included the following terms: "educational technology" OR "digital learning" OR "e-learning" OR "technology in education" The search was limited to the period of 2015–2024, focusing on journal articles and conference papers written in English. The inclusion of a decade-long period allowed the study to capture the evolution of global educational technology research, particularly during and after the COVID-19 pandemic. The retrieved dataset was exported in CSV and RIS formats for subsequent analysis. An initial screening was conducted to ensure data quality and relevance. Articles were excluded if they (1) were not open access, (2) were shorter than four pages, (3) lacked full-text availability, or (4) were unrelated to educational technology as indicated by their keywords and abstracts. After filtering, a total of 2,850 valid documents remained for analysis. This process followed the systematic bibliometric data refinement stages proposed by (Kucirkova et al., 2025), ensuring consistency and transparency in data selection. The bibliometric workflow consisted of five stages: 1. Data Retrieval: Downloading bibliographic records from Scopus using the selected keywords and parameters. 2. Data Cleaning: Removing duplicates and irrelevant records to maintain data validity. 3. Network Construction: Uploading cleaned datasets into VOSviewer to generate maps of coauthorship, co-citation, and keyword co-occurrence. 4. Visualization and Clustering: Applying network, overlay, and density visualizations to interpret relationships between countries, institutions, and thematic clusters. Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Socius E-ISSN: 3025-6704 5. Interpretation and Validation: Analyzing visual outputs to identify core contributors, emerging themes, and collaboration trends. These stages align with the bibliometric mapping framework applied in prior research enabling both quantitative and visual interpretation of scientific collaboration in the educational technology domain. VOSviewer (version 1.6.20) was utilized as the primary analytical tool due to its ability to visualize bibliometric networks based on co-authorship, citation, and keyword linkages. The software enables clustering and density visualization, facilitating the identification of research hotspots and highly connected collaboration networks. Additionally, Microsoft Excel was used for preliminary data cleaning, tabulation, and descriptive statistics, while R Studio (Bibliometrix package) supported cross-validation of the citation network results. Combining these tools ensured analytical robustness and reduced potential biases in network visualization. Indicators and Analytical Parameters The bibliometric indicators examined included: 1. Publication productivity: Number of documents per country, institution, and author. 2. Citation impact: Total citations and average citations per publication. 3. Co-authorship network: Mapping collaborative ties among authors, institutions, and nations. 4. Keyword co-occurrence: Identifying research themes and trends based on frequently coappearing terms. 5. Temporal overlay analysis: Tracking the chronological evolution of research themes to highlight emerging areas. These indicators were measured through total link strength (TLS) and cluster density, as suggested by (Lan & Shizhu, 2025), which reflect the strength of collaboration and thematic cohesion within the research field. Ethical Considerations and Data Validity. The study exclusively utilized secondary data derived from publicly accessible bibliometric databases. No personal or confidential information was collected or processed, ensuring compliance with ethical research standards. To ensure validity, all search parameters and inclusion criteria were documented and cross-checked for reproducibility. The bibliometric approach guarantees objectivity and transparency since all analyses were derived from verifiable citation data indexed in Scopus. RESULT Data Description The bibliometric dataset for this study was collected from the Scopus database using the keywords “educational technology” OR “digital learning” OR “e-learning”. The search covered the publication period 2015–2024, including articles and conference papers, yielding a total of 2,850 documents. Each record was exported in CSV format and analyzed using VOSviewer version 1.6.20 to visualize three dimensions of research activity: international collaboration, author coauthorship, and keyword co-occurrence. The distribution of data shows a steady increase in research productivity after 2019, reflecting the global expansion of technology-mediated education, particularly during and following the COVID-19 pandemic. The surge in publications also highlights how educational institutions worldwide have accelerated digital transformation efforts and shifted attention toward artificial intelligence, adaptive learning, and digital literacy. The descriptive results confirm that educational technology has evolved from a niche research area into a mainstream discipline that connects pedagogy, technology, and data science. International Collaboration Network (Co-authorship by Country) Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Erry Hendriawan., et., al/ Mapping International The co-authorship network analysis identified four major clusters of collaboration representing global partnerships in educational technology research. The first cluster (red) consists of the United States, the United Kingdom, Canada, Australia, and New Zealand, indicating strong collaboration among English-speaking countries with advanced research infrastructures. The second cluster (green) includes China, Singapore, Malaysia, South Korea, and Japan, reflecting Asia’s rising role in digital education innovation. The third cluster (blue) connects Spain, Portugal, Brazil, Mexico, and Argentina, representing a growing Euro Latin research alliance. The fourth cluster (yellow) involves Saudi Arabia, the United Arab Emirates, Egypt, South Africa, and Indonesia, which shows emerging contributions from developing regions. The United States leads globally with 742 publications, followed by China (533), the United Kingdom (417), Spain (248), and India (220). This distribution illustrates an uneven research landscape dominated by a few high-income countries. Nevertheless, the visualization reveals that Asian countries particularly Malaysia and Indonesia are increasingly active in cross-border projects, especially those focused on online and digital learning. These findings highlight the research gap identified in the introduction: collaboration remains concentrated in developed regions, while participation from developing nations continues to expand yet lacks balanced visibility. Table 1 Top 5 Countries by Publication Volume Rank Country Publication (n) 1 United States 742 2 China 533 3 United Kingdom 417 4 Spain 248 5 India 220 Source: VOSviewer analysis results, Scopus data (2015–2024) Presents the five countries with the highest number of publications in the field of educational technology during 2015–2024. The data indicate that the United States holds a dominant position with 742 documents, confirming its long-standing leadership in educational innovation and digital learning research. China follows closely, reflecting its growing investment in technology-based education and its expanding international collaboration network. The United Kingdom remains a central hub for global research, contributing to theoretical development and policy studies in digital pedagogy. Spain and India occupy the fourth and fifth positions, showing the emergence of strong research clusters in Europe and Asia. Overall, the distribution of publications illustrates a global imbalance in research productivity, where high-income countries continue to lead output and collaboration intensity, while developing nations are gradually increasing their participation. Author Collaboration (Co-authorship by Author) The co-authorship visualization identified six distinct clusters of researchers contributing to global educational technology discourse. The most productive authors include M. Ally (Athabasca University, Canada), C. Redecker (European Commission), S. K. Sharma (University of the South Pacific), Y. Chen (National Taiwan University), and D. Passey (Lancaster University, UK). These authors represent regions with strong institutional support and established funding for digital education research. The network analysis reveals that while collaboration exists among authors, the density score (<0.25) indicates that research groups remain fragmented. Many authors publish independently or in small, localized teams, suggesting limited global integration among researchers outside established networks. This structural fragmentation corresponds to the Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Socius E-ISSN: 3025-6704 global imbalance mentioned earlier: research leadership is concentrated within a few core regions, leaving developing-country scholars less integrated in large-scale collaborations. Increasing intercontinental author linkages could strengthen the global research ecosystem and reduce disparities in educational technology knowledge production. Table 2 Top 5 Most Productive Authors Rank Author Institutions Country Research Focus 1 M. Ally Athabasca University Canada Mobile & Distance learning 2 C. Redecker European Commision Belgium Digital competence framework 3 S.K Sharma University of the South Pacific Fiji Online education and ICT integration 4 Y. Chen National Taiwan University Taiwan Learning analytic 5 D. Passey Lancaster Univesity UK Education technology policy Source: VOSviewer analysis results, Scopus data (2015–2024) Author collaboration appears to be concentrated in specific institutional networks, particularly among universities in North America, Europe, and East Asia. The emergence of authors from Southeast Asia, such as Malaysia and Indonesia, shows early but growing participation in cross-border research. Keyword Co-occurrence Analysis (Research Hotspots) The keyword co-occurrence analysis identified several recurring terms that reflect the intellectual focus of educational technology research. The most frequent keywords include elearning, blended learning, online learning, digital literacy, artificial intelligence, learning analytics, MOOCs, higher education, and COVID-19 education. These terms were grouped into thematic clusters representing research hotspots and their chronological evolution. Table 3 Top 10 Most Frequent Keywords Rank Keyword Frequency Cluster Color Associated Themes 1 e-learning 580 Red Online and distance eduation 2 Blended learning 417 Green Hybrid pedagogical approaches 3 Online learning 390 Blue Digital and remote instruction 4 Digital literacy 273 Yellow 21st-century learning skills 5 Artificial intelligence 214 Purple Intelligent tutoring systems 6 Learning analytic 187 Red Data driven pedagogy 7 MOOCs 175 Green Massive open online courses 8 Higher education 170 Blue Academic transformation 9 COVID-19 pandemic 152 Yellow Crisis driven innovation Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Erry Hendriawan., et., al/ Mapping International 10 gamification 138 Purple Motivation and engangement design Source: VOSviewer analysis results, Scopus data (2015–2024) The analysis of research hotspots illustrates a clear thematic progression in the development of educational technology studies over the past decade. Research conducted before 2020 primarily concentrated on blended learning and MOOCs, reflecting early efforts to integrate digital platforms into formal education systems. During the 2020–2022 period, a sharp increase in studies focusing on online learning and COVID-19 education emerged, driven by the global shift toward emergency remote teaching during the pandemic. In the 2022–2024 phase, the focus of research evolved toward more advanced and intelligent approaches such as AI in education, learning analytics, gamification, and digital literacy. This progression indicates a structural transformation in educational technology research from the implementation of digital systems toward more cognitive, adaptive, and data-driven models of learning innovation. The findings highlight how the field continues to respond dynamically to technological advancements and global educational challenges. Early studies before 2020 primarily focused on blended learning and MOOCs, highlighting the exploration of online pedagogy and instructional design. During the pandemic period (2020– 2022), attention shifted sharply toward online learning and distance education, reflecting the global adaptation to remote instruction. After 2022, a new wave of research emerged emphasizing AI in education, learning analytics, gamification, and digital literacy. This thematic shift confirms that the field has progressed from tool-oriented studies to data-driven and learnercentered innovation. The findings align with the research gap outlined earlier, demonstrating how educational technology is evolving beyond digital access toward intelligent systems and evidence-based pedagogy. Temporal Visualization (Overlay Map) The overlay visualization produced by VOSviewer shows a chronological progression of research topics in educational technology. Figure 1 Network Visualization of International Collaboration in Educational Technology The network visualization map illustrates the structure of international research collaboration in the field of educational technology based on Scopus data from 2015–2024. Each node represents a country, while the node size indicates the number of publications associated with that country. The connecting lines show the strength of co-authorship links between nations. Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Socius E-ISSN: 3025-6704 The map reveals four major collaboration clusters, differentiated by color. The blue cluster, led by the United States, Australia, and New Zealand, dominates global research networks, showing strong cross-continental connections. The green cluster, including China, Singapore, Malaysia, and South Korea, represents the rise of Asian academic collaboration in digital learning and smart education. The red cluster, centered around Spain and Portugal, connects European and Latin American research partnerships. The yellow cluster, which includes Saudi Arabia, Egypt, South Africa, and Indonesia, demonstrates growing participation from developing regions. The visualization confirms that while Western countries remain the most prolific, regional alliances in Asia and the Middle East are strengthening. Figure 2 Overlay Visualization Showing Temporal Evolution of Collaboration (2015– 2024) The overlay visualization presents the temporal evolution of global research collaboration in educational technology. The color spectrum from blue (earlier years) to yellow (recent years) represents the publication timeline of each country’s contribution. Early collaborations (2015– 2018), shown in blue, were dominated by foundational studies from China, Spain, and Japan, focusing on e-learning and blended learning. Between 2019 and 2021, represented in green, international partnerships intensified, especially during the COVID-19 pandemic, when global scholars jointly explored remote learning and digital pedagogy. The yellow nodes, notably the United States and Canada, reflect more recent collaborations (2022–2024) emphasizing emerging technologies such as artificial intelligence, gamification, and learning analytics. The gradient transition indicates how the focus of global educational research has shifted toward data-driven and adaptive learning environments, while simultaneously expanding participation from developing countries like Indonesia and Egypt. Socius: Jurnal Penelitian Ilmu-ilmu Sosial Vol. 3, No. 6 Tahun 2026, P. 41-53 Erry Hendriawan., et., al/ Mapping International Figure 3 Density Visualization of Global Research Hotspots in Educational Technology The density visualization highlights the intensity and concentration of research activity in educational technology. Warmer colors (red and yellow) indicate regions with high research density, while cooler tones (green and blue) represent less active areas. The map shows the highest density centered around the United Kingdom and the United States, followed by China and South Korea, signifying their strong publication output and collaboration impact. The presence of moderate density zones in Singapore, New Zealand, and Japan suggests active participation in regional research networks. In contrast, Indonesia and other Southeast Asian countries appear in lower-density zones, reflecting emerging but still-developing research engagement. The overall pattern demonstrates that the global landscape of educational technology remains highly centralized in Western and East Asian countries, yet there is a gradual diffusion of research activity toward new regions, promoting broader knowledge dissemination. Indonesia’s Position in Global Collaboration Indonesia contributes 74 publications to the global dataset, positioning it as an emerging participant in the international educational technology research network. Collaboration analysis shows that Indonesia most frequently partners with Malaysia, Australia, Japan, and the United Kingdom. These partnerships primarily focus on online learning systems, digital pedagogy, and teacher readiness in technology integration. Despite this progress, the average citation rate (3.2 per article) remains low compared to global standards, suggesting the need for improved research visibility and quality enhancement. Figure 4 Indonesia’s Position in the Global Co-authorship Network (VOSviewer Visualization)