Science Mapping of Lifelong Learning in the Digital Age: Current Trends and Future Prospects
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| Title: | Science Mapping of Lifelong Learning in the Digital Age: Current Trends and Future Prospects |
|---|---|
| Language: | English |
| Authors: | Hui Li (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Lifelong Learning, Educational Trends, Electronic Learning, Digital Literacy, Faculty Development, Educational Innovation, Equal Education, Individualized Instruction, Privacy, Microcredentials, Bibliometrics |
| DOI: | 10.1111/ejed.70655 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study maps the intellectual landscape of lifelong learning in the digital age and identifies directions for future research. A bibliometric science-mapping approach was applied to 969 English-language journal articles indexed in the Web of Science Core Collection up to 2024. Using VOSviewer 1.6.20, bibliographic coupling was employed to identify major thematic clusters and research linkages. At the same time, co-word analysis of author keywords was utilised to examine the conceptual structure and emerging topics. The bibliographic coupling results reveal three dominant clusters: digital competence and online learning in lifelong education, governance and ethical frameworks in digital lifelong learning and technological integration and pedagogical innovation. Co-word analysis identifies four research fronts: the digital transformation of learning models, the development of digital literacy across the life course, faculty development and institutional challenges and the evaluation of learning effectiveness in digital environments. These clusters highlight persistent tensions between innovation and equity, personalisation and privacy and the rapid proliferation of micro-credentials and their reliable recognition. The findings underscore the need for coordinated policy frameworks, robust institutional governance and ethically informed technology design to support inclusive and sustainable digital lifelong learning. The study also outlines avenues for future work, including multi-database and multilingual extensions, mixed-method triangulation and closer linkage between bibliometric patterns and real-world learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507093 |
| Database: | ERIC |
| Abstract: | This study maps the intellectual landscape of lifelong learning in the digital age and identifies directions for future research. A bibliometric science-mapping approach was applied to 969 English-language journal articles indexed in the Web of Science Core Collection up to 2024. Using VOSviewer 1.6.20, bibliographic coupling was employed to identify major thematic clusters and research linkages. At the same time, co-word analysis of author keywords was utilised to examine the conceptual structure and emerging topics. The bibliographic coupling results reveal three dominant clusters: digital competence and online learning in lifelong education, governance and ethical frameworks in digital lifelong learning and technological integration and pedagogical innovation. Co-word analysis identifies four research fronts: the digital transformation of learning models, the development of digital literacy across the life course, faculty development and institutional challenges and the evaluation of learning effectiveness in digital environments. These clusters highlight persistent tensions between innovation and equity, personalisation and privacy and the rapid proliferation of micro-credentials and their reliable recognition. The findings underscore the need for coordinated policy frameworks, robust institutional governance and ethically informed technology design to support inclusive and sustainable digital lifelong learning. The study also outlines avenues for future work, including multi-database and multilingual extensions, mixed-method triangulation and closer linkage between bibliometric patterns and real-world learning outcomes. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70655 |
