This research will focus on bibliometric analysis of digital literacy in education. Bib- liometric analysis is a quantitative method used to systematically review scientific liter- ature with the aim of identifying publication patterns, lead authors, key journals and key- word trends within a field of study (Chen et al., 2023); (Passas, 2024) In this context, the analysis was conducted to gain a deeper un- derstanding of the developments, research focus and scholarly contributions that have been made in the field of digital literacy in education.

This bibliometric study was prepared by referring to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework for transparency in the article selection process (Agrawal et al., 2024) . Data were collected on 16 June 2025 through the Scopus data- base, which was chosen for its broad cover- age and credibility in containing reputable scientific publications from various disci- plines. A search strategy was developed us- ing a combination of selected keywords ap- plied to article titles, abstracts, and keywords (see Table 1).

This study focuses on peer-reviewed, published English-language research articles in the social sciences, specifically those that examine digital literacy in educational con- texts. Only studies that presented primary empirical data were included, as such data is critical to exploring the pedagogical oppor- tunities and challenges related to digital liter- acy in education. Articles written in lan- guages other than English were excluded to maintain consistency of conceptual interpre- tation and to avoid potential misinterpreta- tion during analysis. In addition, editorials, book chapters, conference proceedings and articles classified as bibliometrics, meta- analysis, scientometrics or systematic litera- ture reviews were also excluded, as they typ- ically do not present primary empirical evi- dence. The selected articles were indexed in the Scopus database, published from 2005 to 2025, and covered all levels of education. The inclusion (IC) and exclusion (EC) criteria applied in this study are summarized in Table 2.

The article selection process follows the four stages in the PRISMA framework, namely: (1) identification, (2) screening, (3) eligibility assessment, and (4) inclusion (Page et al., 2021) . In the identification stage, a total of 885 documents were ob- tained from the Scopus database using struc- tured keywords (see Table 1). After checking through Mendeley, no duplicate documents were found, so all documents proceeded to the screening stage. Screening was conduct- ed by reviewing titles and abstracts based on inclusion and exclusion criteria, resulting in 402 documents for the eligibility assessment stage. At this stage, the metadata and publi- cation information of each document were further examined to ensure the suitability of the document type, article category, and top- ic focus. As a result, 389 documents met the final criteria and were included in the bibli- ometric analysis. The flow of article selec- tion is visualized in Figure 2 according to the PRISMA framework.

Data analysis was conducted using a bibliometric approach with the help of Bibliometrix (via the Biblioshiny interface) in the RStudio environment. Biblioshiny facilitates interactive analysis and visualization without the need for manual coding. Data retrieved from the Scopus database was analyzed to generate key indicators, including annual publication trends, prolific authors and institutions, frequently used keywords, core journals, and collaboration networks between countries or affiliations. To enhance network visualization of bibliometric elements such as keywords, authors, and institutions, VOSviewer was also used. Data is exported in CSV format and visualized in VOSviewer based on frequency and strength of links. The integration of Bibliometrix and VOSviewer enables a comprehensive and structured analysis of research trends and scholarly relationships in the field of digital literacy in education. Indonesian Journal on Learning and Advanced Education

The main information features in Program R present preliminary summary statistics of bibliometric data, such as the number of documents, authors, citations, publication trends, and most productive sources and affiliations. This analysis helps researchers understand the general landscape of digital literacy research in education and provides a basis for exploration of emerging themes.

The analysis reflects the development and characteristics of scientific publications on digital literacy in education with a total of

389 documents recorded from 232 Scopus sources from Q1 to Q4. The high annual growth rate of 20.97% indicates that re- searchers' interest in the topic is consistently increasing. The total number of references used in all documents reached 17,976, illus- trating the breadth of literature review used by the researchers. There were 376 Keyword Plus (ID) and 1,167 Author's Keywords (DE) used in the documents, demonstrating the diversity of themes and approaches. There were 1,073 contributing authors, of which 69 were single-authored and produced 74 doc- uments individually. The average number of authors per document was 2.92, reflecting the dominance of team collaboration in the writing process. The percentage of interna- tional collaboration reached 12.85%, indicat- ing that there was limited international in- volvement. This growth reflects a heightened recognition of digital literacy as a core com- ponent of 21st-century education. The up- ward trajectory underscores the urgency for educators and policymakers to integrate digi- tal literacy into curricula and training programs.

Trends in the number of publications were analyzed to see the development of research intensity from year to year . This analysis provides an overview of the increas- ing scientific interest and attention to the topic of digital literacy in education.

The trend of digital literacy publications in education shows three main phases: an early phase (2005–2012) with very low productivity (<5 publications/year), a moderate growth phase (2013–2018) marked by gradual increases, and a rapid expansion phase (2019–2025) with a sharp spike in the number of publications. The peak occurred in 2024 with 85 documents (21.9% of the total). The sharp spike after 2019 was most likely triggered by the COVID-19 pandemic, which accelerated the digitalization of learning and positioned digital literacy as a key competency in the education system. In addition to reflecting volume growth, this pattern also indicates a global paradigm shift from conventional approaches to technology-based education systems. These findings emphasize the urgency of strengthening digital literacy both in the academic realm and in education policy.

The low number of publications between 2005–2010, including zero publications in 2006, reflects that digital literacy was not yet positioned as a strategic agenda in global educational research at that time. However, the sharp increase in the last decade indicates a paradigm shift, from a focus on traditional pedagogy to the integration of technology and digital skills. This increase cannot be separated from the crucial role of the COVID-19 pandemic, which has driven massive adoption of technology in learning and accelerated the need for digital literacy competencies. Thus, publication trend data not only illustrates the increasing academic interest but also reflects the global pressure for digital-based educational transformation in response to the challenges of the 21st century.

The analysis of productive affiliations aims to identify the most active institutions in digital literacy research in education and to map key centers of scholarly activity that significantly contribute to knowledge and practice development. Additionally, collaboration analysis reveals national and international scientific networks that help strengthen the research ecosystem in this field.

Based on the results of the analysis, Universitas Negeri Yogyakarta ranked first as the most productive affiliation with the highest number of publications, namely 24 articles (6.17%). This position shows that the institution is a research center that plays an important role in the development of digital literacy in the context of education. This is followed by Universitas Negeri Malang with 20 publications (5.14%) and Universitas Pendidikan Indonesia with 17 publications (4.37%), which also shows the high research activity in this field in Indonesia. In fourth place is Universiti Kebangsaan Malaysia from Malaysia with 13 publications (3.34%), confirming the active contribution from the Southeast Asian region. Furthermore, Universitas Negeri Semarang ranked fifth with 11 publications (2.83%). Some other universities that also have significant contributions include Monash University from Australia, University of Malaya from Malaysia, The Open University from the UK, and Makassar State University from Indonesia, which each recorded 10 publications (2.57%). The Kraków Pedagogical University from Poland ranked tenth with 7 publications (1.80%).

The dominance of institutions from the Asian region, especially Indonesia and Malaysia, in the top ten most productive affiliates indicates that this region has become a major growth center in digital literacy research in education. Universitas Negeri Yogyakarta is ranked first thanks to its status as one of the best educational campuses, its strategic position as a higher education institution active in technology-based education research, and its success in building a broad national and international collaboration network. This success is also supported by Universitas Negeri Yogyakarta orientation which focuses on digital learning innovation and strengthening digital literacy capacity among teachers and students. Although institutions from Australia and Europe are also present on the list, Asia's dominance confirms that the dynamics of global research are now increasingly centered in developing regions. This pattern of contribution shows a collective effort across countries in responding to the need for digital transformation in education in an inclusive and sustainable manner.

The figure shows a map of collaboration between countries in digital literacy research in education. Indonesia appears as a dominant collaboration center, with a broad collaboration network with countries such as Malaysia, Iran, South Africa, the Netherlands, and Hungary, indicating Indonesia's strategic role in building international networks. The United States (USA) is also an important actor with strong connections to East Asian countries such as China, Japan, Korea, and Australia, which form their own collaboration clusters. Meanwhile, the United Kingdom, Portugal, and Spain form collaborative networks involving European and South American countries such as Ecuador, as well as several Asian countries such as India. Several groups of countries such as Austria–Czech Republic–Slovakia and Germany–Estonia form their own clusters, but are relatively separate from the main network. This figure shows that global collaboration in digital literacy research remains fragmented, with some countries acting as primary hubs and others still forming regional collaboration networks.

The analysis based on the most produc- tive countries and collaborations between countries aims to identify the contribution of each country in producing scientific publica- tions in the field of digital literacy in educa- tion. In addition, this analysis helps to under- stand the pattern of international collabora- tion networks that can strengthen knowledge exchange and cross-country research development.

The analysis results show that Indonesia is the country with the largest number of publications, namely 54 articles or 13.9% of the total publications, but only produces 330 citations (5.6%), indicating a scientific influence that is still limited globally. In contrast, the United States is in second place in the number of articles (29 articles or 7.5%) but produces the highest citations, namely 969 citations (16.4%), indicating great quality and impact. The United Kingdom (17 articles, 687 citations) and Australia (12 articles, 515 citations) also show high citation ratios, indicating strong scientific influence even though the number of publications is not as much as Indonesia.

Although Asian countries such as Indonesia dominate in terms of the number of publications in the field of digital literacy in education this region still faces significant challenges in achieving global academic visibility and impact. Indonesia for example is the largest contributor in terms of publication volume yet its level of international collaboration remains relatively low at only 12.85 percent. This indicates the presence of structural barriers such as locally focused research agendas limited access to international funding language constraints and a lack of strong institutional support for cross-border partnerships. Other Asian countries such as Turkey China Malaysia and Thailand also demonstrate high productivity but generally receive fewer citations compared to Western countries highlighting a gap in scientific influence. Malaysia stands out as an exception with a more balanced profile comprising 13 publications and 311 citations indicating its potential as a regional research hub. In contrast institutions in Europe and North America despite producing fewer publications consistently achieve high citation counts. This is supported by their integration into international research networks better access to high-impact journals and the use of English as the primary language of scientific publication. These findings suggest that while Asia is emerging as a key contributor in this field its future academic influence will largely depend on efforts to improve research quality and strengthen strategic international collaborations.

Indonesia appears to be a fairly dominant center of collaboration, establishing research relationships with countries such as Malaysia, Australia, the United States, the Netherlands, Canada, and South Africa. Strong collaboration is also seen between the United States and Asian countries such as South Korea and China, as well as European countries such as the United Kingdom and Spain. The United Kingdom is an important link in the European network, establishing close cooperation with Portugal, Spain, and several other countries. This visualization reflects the existence of quite active international cooperation, especially between Southeast Asian, Western, and European countries, indicating that research on digital literacy has a global and cross-continental reach.

Author production over time analysis aims to identify the productivity of authors over a certain period of time and evaluate the consistency of their contributions to the re- search topics studied. In addition, this analy- sis also helps to understand the extent of each author's scientific influence based on the number of publications and citation rates received each year.

Some authors stand out for their productivity and consistency of contribution, such as Jill Castek (University of Arizona) and Ina Blau (The Open University of Israel), who have been actively involved in publications over a long period of time with a relatively stable number of articles. The size of the circles represents the number of articles published by each author, while the color and brightness indicate the average number of citations per year, where darker colors reflect higher academic impact. Hendra Hidayat (Universitas Negeri Padang) is one of the authors with significant contributions in recent years, as seen from the large circle size and dark color indicating strong impact. Meanwhile, other authors such as Rahmat Rizal (Universitas Siliwangi), Azrul Azril, and Arsad Bahri (Universitas Negeri Makassar) show an increasing trend of involvement in the period 2021–2025. This graph not only illustrates the volume of publications but also provides an understanding of the dynamics of author involvement and the scientific impact they generate over time.

The analysis of the most productive sources aims to identify journals or scientific publications that are most often used as a place for disseminating research results on a particular topic, in this case digital literacy in education. The goal is to identify the main container for disseminating knowledge, determine important reference journals, and map publication centers that have a major influence on the development of science in the field.

Based on the data, Education and Information Technologies is ranked first as the most productive source, with a total of 15 publications (3.86%) and 346 citations (4.59%) since it first published a related article in 2020. This journal is classified as Q1 quartile and published by Kluwer Academic Publishers in the United States, indicating a high reputation and impact in the field of education and technology. Followed by the Journal of Adolescent and Adult Literacy, which comes from Wiley-Blackwell (USA), with 7 publications (1.80%) and 153 citations (2.03%) since 2016. Meanwhile, Computers and Education, which is also classified as a Q1 journal and published in the UK by Elsevier Ltd., stands out in terms of the very high number of citations, namely 882 (11.71%) even though it only contains 6 publications (1.54%). This shows that articles from this journal have a very strong academic impact, although the quantity is not as large as other sources. Some other fairly productive journals are the Electronic Journal of E-Learning (235 citations, 6 publications), the International Journal of Emerging Technologies in Learning (185 citations, 6 publications), and the International Journal of Instruction (72 citations, 5 publications), although the latter two are currently no longer listed in the Scopus database since 2023.

Although Indonesia is the country with the highest number of publications in the field of digital literacy in education, only one national journal appears among the most productive sources, and it is ranked in the third quartile (Q3). The absence of Indonesian journals in higher quartiles (Q1 or Q2) reflects a broader pattern in which most research outputs by Indonesian scholars are not widely distributed through high-impact, internationally recognized journals. This may be attributed to the limited number of Indonesian journals with international reputation and indexing, as well as a tendency among local researchers to publish in domestically managed journals that are more accessible but have lower global visibility. Furthermore, the international reach and recognition of these local journals are not yet on par with major international publishers that have broader readership and distribution networks. These findings highlight the importance of developing strategies to improve the quality and indexing status of national journals, while also encouraging Indonesian researchers to target reputable international outlets to enhance the global impact and academic visibility of their work.

Document with the Highest Citations analysis was conducted to identify the doc- uments most frequently cited by other re- searchers. This helps highlight works that have a major influence on the development of digital literacy in education.

Based on the results of the analysis of documents with the highest number of citations, the two most referenced articles are those that discuss the relationship between digital literacy, attitudes, self-efficacy, and online learning behavior, as well as the role of digital literacy in influencing individual performance in e-learning. The first article received 323 citations, making it the most influential document in this field, while the second article followed with 314 citations. The large number of citations in these two documents indicates that both have made significant contributions in shaping the theoretical framework and practice of implementing digital literacy in the context of technology-based learning.

The five papers analyzed each highlight different dimensions of digital literacy in education. Some focus on informal learning environments and how digital literacy supports non-formal learning, while others emphasize the importance of measuring critical components of digital literacy and their relationship to learning outcomes. Others examine variations in digital skills among secondary school students as a proxy for the digital generation. Despite the different research focuses, these papers collectively make a significant contribution to understanding, measuring, and developing digital literacy as a key element in modern education systems.

None of the top five most-cited documents in the field of digital literacy in education originated from Indonesian institutions. This indicates that while Indonesia leads in publication quantity, its contribution to highly influential global literature remains limited. Several factors may explain this gap, including low levels of international collaboration, a tendency to publish in journals with limited global reach, and a lack of strong conceptual or theoretical frameworks in many studies. In contrast, highly cited papers are often published in reputable journals by authors affiliated with institutions that are well integrated into international research networks and academic communities. To enhance the global impact of Indonesian research, it is crucial to improve methodological rigor, target high-visibility publication outlets, and engage more actively in international scholarly collaboration.

After answering RQ1, the next part of RQ2 is Keyword Evolution and Clustering, and Keywords Novelty.

Thematic evolution is analyzed with the aim of understanding the development and changes in research focus over time. This analysis does not merely observe the surface of academic publications, but rather seeks to capture how ideas, concepts, and issues evolve in response to scientific progress as well as social, economic, and technological transformations. By examining thematic evo- lution, researchers are able to trace the conti- nuity of certain topics, the emergence of new themes, and the decline of previously domi- nant discussions. This process is highly valu- able because it provides a clearer picture of how knowledge within a particular discipline is structured and reshaped across different periods. In addition, the analysis helps iden- tify trends that are gaining momentum, do- minant issues that require deeper exploration, and possible gaps that could serve as oppor- tunities for further investigation. Ultimately, thematic evolution analysis guides scholars in formulating future research directions mo- re strategically and effectively.

The figure shows the thematic evolution of research related to digital literacy in the context of education from 2005 to 2025. In

the 2005-2018 period, research still focused on basic concepts such as “digital literacy”, “digital literacies”, “media literacy”, “technology”, ‘literacy’ and “digital/media litera- cies”. This reflects the initial phase of intro- ducing and understanding digital literacy as part of educational transformation. Entering the 2019-2021 period, the theme began to shift towards more contextual issues such as “covid-19”, “digital divide”, “self-directed learning”, “information literacy”, and “social media”. These developments show how global conditions such as the pandemic are driving the importance of digital access and capabilities in the self-directed learning pro- cess and the emergence of a digital divide is a major concern (Ritonga et al., 2024) .

In the period 2022 to 2025, the research topics narrowed down to the application and influence of digital literacy on specific groups or aspects. Keywords such as “digital storytelling”, “internet literacy”, “learning”, “self-efficacy”, “higher education”, “female”, and “students” indicate attention to learning strategies, learner identity and institutional context. In addition, terms such as “critical digital literacy” and “digital skills” emphasize the need for critical thinking skills in dealing with increasingly complex digital information. The emergence of “cross-sectional studies” also marks a more careful methodological approach to examining the phenomenon of digital literacy. Research on digital literacy in education shows a shift from conceptual studies towards practical approaches and focuses on specific contexts and groups within the educational environment.

This thematic evolution reflects a shift from conceptual frameworks toward practical applications aligned with constructivist and experiential learning theories, where learners actively construct knowledge through interaction with digital environments. The emergence of topics such as “self-directed learning” and “digital divide” also suggests a strong link to inclusive and transformative education policies, particularly in response to the COVID-19 pandemic, which accelerated the adoption of remote learning. Educational reforms like Indonesia’s Merdeka Belajar and global digital transformation agendas highlight digital literacy as a core 21st-century competency. Therefore, this thematic progression not only captures academic trends but also mirrors policy imperatives that demand greater digital readiness across all levels of education.

The analysis of the focus research was conducted because this tool is able to visual- ize the relationship between keywords in the research network. Thus, researchers can identify the main clusters, central themes, and interrelationships between topics in the analyzed literature.

Based on the analysis using VOSviewer, there are eight main clusters in the research on the topic of digital literacy in education. Cluster 1: “Learning Transformation in the Digital Age” covers topics such as distance learning, lifelong learning and technology integration in higher education, particularly in developing countries. Cluster 2: “Access and Technology Literacy Gap” highlights issues of limited access to technology, basic skills in using digital devices, and challenges faced by English language learners in utilizing digital media. Cluster 3: “Pedagogical Innovation and the New Generation” showcases the latest learning approaches such as the use of augmented reality, self-directed learning, and the role of teachers in the context of learning in primary schools. Cluster 4: “Online Ethics, Tools, and Safety” deals more with the use of digital devices in school settings, learning systems, and social issues such as cyberbullying and the importance of digital citizenship.

Cluster 5: “Smart Technology and Learning Outcomes” explores the linkages between the application of artificial intelligence, curriculum planning and student learning outcomes, including literacy reinforcement. Cluster 6: “Teacher’s Role in Online Learning” describes the important role of pre-service teachers and computer-based approaches in supporting effective online learning. Cluster 7: “Learning Independence and Critical Thinking” emphasizes critical thinking skills, language learning, and independence in learning with technology support. Finally, Cluster 8: “Technology Inequality in Basic Education” draws attention to the disparity in access to technology that still exists at the basic education level. Each cluster provides a comprehensive overview of the various dimensions of digital literacy implementation in education.

We used the Overlay Visualization fea- ture to look for novelty in the keywords in the analysis with VOSviewer. Keyword nov-

elty was used to identify emerging trends that are relevant for current and future re- search.

In Figure 10, brightly colored keywords indicate that they are new and rarely used in the literature, signifying a level of novelty and potential for further exploration in the research. Some of the keywords that appear in yellow include “Artificial Intelligence”, “Self-efficacy”, “Augmented Reality”, and “Inclusive Education”. The keyword “Artifi- cial Intelligence” shows the connection with digital literacy in the context of using AI to support a more adaptive and personalized learning process, as well as how learners understand and interact with AI-based tech- nology. Meanwhile, “Self-efficacy” refers to an individual's confidence in using digital technology effectively, which is an important element in the development of digital litera- cy, especially in self-directed learning.

Furthermore, the keyword “Augmented Reality” indicates that this technology is starting to be adopted as an interactive and innovative learning medium, supporting rich learning experiences and enhancing concept understanding through digital visualization. In the context of digital literacy, AR demands new skills in accessing, evaluating and using technology-based information. The keyword “Inclusive Education” expands the digital literacy dimension towards accessibility and equality, emphasizing the importance of inclusive technology for all learners, including those with special needs. These four keywords represent a new direction in digital literacy in education research, combining technological innovation, the psychology of learning, and the principles of inclusivity in the world of digital education.

The emergence of keywords such as “Artificial Intelligence”, “Self-efficacy”, “Augmented Reality”, and “Inclusive Education” reflects the multidimensional integration in digital literacy that is in line with social constructivism theory and motivational theories such as self-determination theory. These themes support the direction of digital education transformation initiated in various national and global initiatives, such as the Merdeka Curriculum in Indonesia which emphasizes technology-based learning and independent learning, as well as the UNESCO agenda regarding inclusive education and the use of technology for equal access. The existence of these keywords shows that digital literacy is no longer understood purely technically, but includes affective, pedagogical, and social aspects that are closely related to the readiness of individuals and institutions in facing the increasingly complex digital learning ecosystem.