MAPPING RESEARCH TRENDS ON DIGITAL LITERACY AND ARTIFICIAL INTELLIGENCE IN EDUCATION: A BIBLIOMETRIC ANALYSIS USING BIBLIOSHINY

Abstract

The rapid development of artificial intelligence (AI) and digital literacy has significantly transformed contemporary educational practices, particularly in teaching, learning, pedagogy, classroom practices, and assessment. The increasing number of scientific publications in this field indicates growing academic interest, yet comprehensive mapping studies integrating these domains remain limited. This study aims to analyze global research trends related to digital literacy and artificial intelligence in education using a bibliometric approach. Data were collected from the Scopus database using structured search queries covering publications from 2015 to 2025. The analysis employed Biblioshiny through several stages, including descriptive bibliometrics, co-authorship analysis, co-citation analysis, co-word analysis, conceptual structure mapping, thematic evolution, and trend topic analysis. The findings indicate a substantial increase in publications in recent years, reflecting the accelerated integration of AI technologies in educational contexts. Research themes have evolved from technology-assisted learning toward generative AI, adaptive learning, intelligent tutoring systems, and AI-driven assessment. The study also identifies dominant publication sources, influential authors, collaborative networks, and emerging thematic clusters shaping future educational research. Furthermore, the analysis reveals several research gaps, particularly regarding pedagogical implementation, ethical considerations, teacher readiness, and equitable access to AI technologies. This study contributes to the development of a comprehensive research landscape on AI and digital literacy in education and provides strategic recommendations for future research, educational policy, and curriculum innovation in the era of digital transformation.