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<p>In the wake of rapid digital transformation particularly accelerated by the COVID-19 pandemic the adoption of communication technologies in education has become a focal point of global academic inquiry. This study presents a comprehensive bibliometric analysis of 482 peer-reviewed publications indexed in Scopus from 2019 to 2024, exploring trends, key contributors, institutional outputs, and thematic developments in the field. Using the PRISMA 2020 guidelines and tools such as VOSviewer, the study identifies four major research clusters, including technology acceptance models, AI integration, digital pedagogy, and student-centered learning. It reveals a strong scholarly shift from classical adoption theories (e.g., TAM, UTAUT) toward interdisciplinary and innovation-driven approaches. The analysis also highlights the rise of influential authors and institutions across the Global South, reflecting a diversification of research leadership. By integrating the findings with Transactional Distance Theory and the Community of Inquiry framework, this study offers both a panoramic view of the field and a strategic blueprint for future research. Contributions, gaps, and implications are discussed to inform scholars, policymakers, and educational practitioners navigating the digitalization of learning ecosystems.</p>

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Mapping the landscape of communication technology adoption in education: a bibliometric analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月19日

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  • HASSAN ABUHASSNA

摘要

In the wake of rapid digital transformation particularly accelerated by the COVID-19 pandemic the adoption of communication technologies in education has become a focal point of global academic inquiry. This study presents a comprehensive bibliometric analysis of 482 peer-reviewed publications indexed in Scopus from 2019 to 2024, exploring trends, key contributors, institutional outputs, and thematic developments in the field. Using the PRISMA 2020 guidelines and tools such as VOSviewer, the study identifies four major research clusters, including technology acceptance models, AI integration, digital pedagogy, and student-centered learning. It reveals a strong scholarly shift from classical adoption theories (e.g., TAM, UTAUT) toward interdisciplinary and innovation-driven approaches. The analysis also highlights the rise of influential authors and institutions across the Global South, reflecting a diversification of research leadership. By integrating the findings with Transactional Distance Theory and the Community of Inquiry framework, this study offers both a panoramic view of the field and a strategic blueprint for future research. Contributions, gaps, and implications are discussed to inform scholars, policymakers, and educational practitioners navigating the digitalization of learning ecosystems.