Digitization in Eurasian higher education: A bibliometric analysis of institutional scientific collaboration and thematic trends

Autores

DOI:

https://doi.org/10.47909/ijsmc.266

Palavras-chave:

digitalization, Eurasian Economic Union, higher education, bibliometric analysis, institutional collaboration, co-word analysis

Resumo

Objective. This study analyzed scientific publications on digitization in higher education in Eurasian countries using bibliometric indicators of term co-occurrence and institutional collaboration. These indicators were used to identify thematic dynamics, collaboration patterns, and the degree of regional scientific articulation in this field.

Design/Methodology/Approach. This study employed a bibliometric approach to analyze scientific output related to digitization in higher education within the Eurasian Economic Area. To this end, data was extracted and processed from the Scopus database, including all publications available up to 2024. The bibliometric analysis focused on two main variables: the institutional affiliation of all authors and all keywords recorded in the documents. The first indicator examined intraregional scientific collaboration by analyzing co-authorship between institutions in the same region. The second indicator was the co-occurrence of key terms.

Results/Discussion. The results of this study reveal a consolidating research field characterized by wide thematic diversity and an uneven collaborative structure. The analysis of term co-occurrence identified eight clusters, ranging from digital skills and e-learning to technological innovation, institutional automation, and emerging topics such as the digital economy, virtual reality, and vocational training strategies. This thematic variety reflects an expanding scientific agenda that addresses the pedagogical, technological, and organizational challenges of contemporary higher education. However, this conceptual dynamism sharply contrasts with the results of the institutional collaboration analysis. The network is highly centralized in Russia, whose institutions represent over 85% of the nodes on the map.

Conclusions. A careful analysis of these results shows that the digitization of higher education in the region is a fragmented area of study, developed under disconnected scientific conditions. This dual fragmentation, both thematic and institutional, creates a major obstacle for developing academic integration policies, especially in a field that naturally requires interdisciplinary collaboration, knowledge sharing, and institutional cooperation.

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Publicado

2025-07-15

Como Citar

Mussina, G., Ospanova, A., Zholdasbekova, A., Abdullin, R., & Kilybayeva, P. (2025). Digitization in Eurasian higher education: A bibliometric analysis of institutional scientific collaboration and thematic trends. Iberoamerican Journal of Science Measurement and Communication, 5(3), 1–17. https://doi.org/10.47909/ijsmc.266

Edição

Vol. 5 N.º 3 (2025): Iberoamerican Journal of Science Measurement and Communication

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Artigo original

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Direitos de Autor (c) 2025 Gulmira Mussina, Aigerim Ospanova, Akbota Zholdasbekova, Ruslan Abdullin, Panu Kilybayeva

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This is an open access article distributed under the terms of the CC BY-NC 4.0, which permits copying and redistributing the material in any medium or format, adapting, transforming, and building upon the material as long as the license terms are followed.

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