Bibliometric Analysis of COVID-19 Publications in Education Between 2020 and 2022

Abstract

The COVID-19 pandemic has spurred significant scholarly interest, particularly within the realm of education, prompting researchers to investigate its multifaceted impacts. Despite the global urgency, prior literature reviews have identified a scarcity of bibliographic research addressing the pandemic's effects on education. To address this gap, a meticulous literature review employing bibliometric analysis was conducted, scrutinizing 1,659 publications from the Web of Science database between 2020 and 2022. The study uncovered various characteristics of these publications, including publication type, language, contributing countries, and prevalent keywords. Notably, the United States and China emerged as the leading contributors to research on this subject during the pandemic. Furthermore, all publications predominantly comprised original articles, with Taylor and Francis being the most prolific journal in terms of publication count and citations. The key topics focused on areas like COVID-19 and its impact on education. Additionally, discussions included remote learning, online education platforms, and the psychological toll of the pandemic on both students and educators. The study explored diverse topics, such as distance learning modalities and quality of life concerns. Importantly, the study's findings offer valuable insights for educational administrators, potentially guiding future research endeavors and facilitating informed decision-making within academic institutions. These results not only highlight current trends but also suggest new areas for exploration, making this study a crucial step for continued research on education during the pandemic.