Research fronts are dynamic, knowledge-driven clusters of scholarly activity that emerge in response to pressing problems and/or groundbreaking discoveries. Clarivate Analytics provided a valuable tool based on Citation Productivity and Trajectory (CPT) indicator, which successfully identified particularly hot research fronts on a global scale. To enhance the accuracy and comprehensiveness of identifying both active and emerging research trends, this study develops an extended Clarivate formulation incorporating a novel Impact Factor (IF) metric. The refined approach incorporates growth rates, publication productivity, and the average publication gap between published and citing publications. This method is applied to exploring key research fronts in the digital education ecosystem using bibliometric data from the Scopus database in the period of 2019-2023. The results reveal that artificial intelligence and online learning are the most prominent and influential fields, with virtual reality, blockchain, hybrid learning, and digital literacy representing fast-growing areas. By analyzing both quantitative and qualitative aspects, this work informs key stakeholders about the evolving priorities and trends in the digital educational landscape.

This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.

Global Citizenship Education (GCE) has emerged as a significant area of research over the last decade, reflected by the substantial volume of scientific publications dedicated to the topic. However, a bibliometric analysis of GCE utilizing the Scopus database has not yet been conducted. This study addresses this gap by analyzing GCE-related articles published in Scopus-indexed journals from 2004 to 2024, employing bibliometric techniques and VOSviewer software. A total of 1,075 articles were examined. The results indicate a marked increase in publication volume since 2016, highlighting a growing interest in GCE—notably, the United States and the United Kingdom lead in publications and international collaborations. The journal Globalisation, Societies and Education is the most prolific, with 70 published articles. Prominent authors include Yemini from Israel, with 540 citations, and Goren from the United Kingdom, with 445 citations. Co-citation analysis revealed distinct research interests, ranging from multicultural perspectives and GCE curriculum development to integrating GCE in the digital era and critically evaluating its objectives and challenges. Moreover, a co-occurrence analysis of keywords identified nine primary research topic clusters, including education for sustainable development, cosmopolitanism, higher education, and international education. The insights derived from this study are crucial for scholars and practitioners engaged in GCE, as they emphasize the importance of fostering international networks and collaborative efforts while encouraging the exploration of more inclusive GCE practices in the future.

The use of technology in education aims to improve students' problem-solving skills so that they have the skills needed by 21st century society in dealing with various kinds of challenges and problems. This study was carried out aiming to obtain the characteristics of augmented reality-based learning media for mathematics learning in student problem-solving skill, and obtain the results of the average difference in the problem-solving abilities of junior high school students. This research and development (R&D) study, employing the (Analyze, Design, Develop, Implement, and Evaluate) ADDIE model, investigated Augmented Reality (AR)-based learning media for mathematics to enhance junior high school students' problem-solving skills. The aim was to identify characteristics of effective AR media and assess their impact on problem-solving abilities. Quantitative data, collected from student problem-solving tests, were analyzed using a t-test in SPSS. The AR media featured virtual manipulation, virtual measurement tools, and real-world problem exploration. While the experimental group using AR showed a higher average problem-solving score compared to the control group using Problem-Based Learning (PBL), the difference was not statistically significant (t (df) = 0.638, Cohen's d = 0.0876). This lack of significance, despite the higher mean, is likely due to a small sample size and the limited integration timeframe, coupled with pre-existing skill variations. Future research should address these limitations to further explore the potential of AR in mathematics education.

This research aims to systematically review the integration of artificial intelligence (AI) in English language teaching and learning. It specifically seeks to analyze the current literature to identify how AI could be utilized in English language classrooms, the specific tools and pedagogical approaches employed, and the challenges faced by educators. Using the PRISMA-guided Systematic Literature Review (SLR) methodology, articles were selected from Scopus, Science Direct, and ERIC, and then analyzed thematically with NVivo software. Findings reveal that AI enhances English teaching through tools like grammar checkers, chatbots, and language learning apps, with writing assistance being the most common application (54.55% of studies). Despite its benefits, challenges such as academic dishonesty, over-reliance on AI (27.27% of studies), linguistic issues, and technical problems remain significant. The study emphasizes the need for ethical considerations and teacher training to maximize AI’s potential. It also highlights societal concerns, including the digital divide, underscoring the importance of equitable access to AI-powered education for learners of all socioeconomic backgrounds.

This study aims to evaluate the effectiveness of cooperative learning models in improving critical reading skills. This study uses a meta-analysis study method by analyzing 28 articles extracted from the databases of Scopus, Google Scholar, EBSCO, EmeraldInsight, Science & Direct, SpringerLink, Taylor & Francis, and ProQuest. The meta-analysis allows researchers to combine the results of previous research, providing a more comprehensive picture of how effective a particular approach is in teaching critical reading. The research findings show that cooperative learning models significantly improve essential skills of reading more effectively than traditional ones. This is shown by the effect sizes based on the fixed model, showing the overall standard difference in the mean is 0.784 (95% CI, 0.689 to 0.880) with p-values = 0.00 (<0.05). Using a cooperative learning model, The measure showed positive effect sizes on critical reading learning. Based on these results, it can be concluded that the cooperative learning model effectively improves essential reading skills. However, several factors, such as the quality of the facilitators and the teaching methods, influence the results. The implications of this study show the need for a broader application of cooperative learning models to improve critical reading skills in schools and other educational institutions, with adjustments to the needs and characteristics of students.

This research exclusively aims to determine the type of digital media most often used in the teaching and learning process of history and the motivation to use digital media by teachers in teaching history based on the unified theory of acceptance and use of technology (UTAUT). This study demonstrates that online learning platforms have become a widely used tool among Indonesian history teachers, with the highest adoption of online learning platform use in Junior and Senior High School, reflecting the high access to this platform across types of schools. The key driving factor for technology in history learning is that the technology must be user-friendly and have sufficient support for its use by educators. This research, using the technology acceptance model (TAM), contributes to teachers about motivational and environmental factors on technology adoption in teaching. Accessibility and proper support are the primary drivers for using technology in education and were the most impactful factors for teachers incorporating technology into history learning. Along with this supportive infrastructure, an effort must also be made to provide a conducive environment, such as teachers working together in this direction, and sufficient infrastructure for teachers so that it becomes easier for them to access and utilize technology. These methods can all help teachers gain confidence in their use of technology.

Open schooling is a recent educational approach that has been recently introduced in European policies, so the literature on its transfer to the education system is still limited. The aim of this study is to configure an overview of how open schooling has been implemented in science education in terms of its definition, the topics addressed, the pedagogical aspects considered, and the benefits obtained for the teaching-learning processes. A systematic literature review was carried out using the PRISMA 2020 methodology, in which 27 documents published between 2015 and 2024 were analysed. Open schooling is defined mainly as an approach in which students, teachers, and other stakeholders, especially students’ families, collaborate to provide solutions to real-life issues in search of the community’s well-being. The open schooling experiences usually addressed environmental and health issues through scientific practices and contextualization mainly, developing activities of data collection, synthesis and analysis, dissemination, and information and communication technologies with the students. Companies and local businesses are the preferred stakeholders involved, followed by experts and researchers. Questionnaires are the preferred instruments for data collection, and the documents analysed report benefits for students’ learning and motivation and also for teachers and schools. 

This bibliometric analysis examines global trends and scholarly discussions on learning poverty, with a focus on numeracy and literacy skills among young learners over the past decade (2015-2023). All data is retrieved from the Scopus database, and quantitative methods were employed to evaluate the impact and influence of literature in this area. In conducting the bibliometric analysis, the study utilised Microsoft Excel for descriptive statistics, Harzing’s Publish or Perish for citation metrics, and VOSviewer to visualize networks related to the co-occurrence of keywords and co-word analysis. The analysis findings indicate a substantial increase in research output on learning poverty, particularly after 2020, driven by the educational disruptions caused by the COVID-19 pandemic. The key themes identified in the literature include the expansion of educational inequalities, the impact of the digital divide, and the role of educational technologies in addressing learning losses. Co-occurrence and co-word analyses reveal a strong focus on COVID-19, educational inequality, and the integration of advanced learning technologies in recent research. These findings underscore the critical importance of targeted interventions and equity-focused policies to combat learning poverty. The analysis also emphasizes the importance of ensuring that all children, regardless of their socioeconomic background, acquire essential literacy and numeracy skills. Furthermore, the study emphasises the need for resilient and adaptable educational systems to better prepare for future challenges, particularly in the face of global crises such as pandemics. Essentially, the conclusions discuss the sustained efforts to address educational disparities and promote equitable learning opportunities for all.

This article aims to establish a research map of the flipped classroom (FC) model in general education for the period 2014-2024, exploring publication trends, influential authors, organizations, countries, and prominent research topics, while also identifying academic gaps in this field. The study focuses on three main aspects: (1) publication trends and influential authors, organizations, and countries; (2) key research topics and academic gaps; (3) international collaboration networks in FC research. The research employs a bibliometric analysis method, utilizing the Scopus database and the VOSviewer visualization tool, to synthesize information and identify research trends. The results indicate that research on FC in K-12 education increased sharply from 2019, reflecting the impact of digital transformation in education during and after Covid-19. The United States, Hong Kong, and Taiwan are the leading research centers. Authors such as Bergmann, Bishop, and Hew have been highly influential. Prominent research trends include self-regulated learning, learner satisfaction, gamification, and the application of artificial intelligence. The international collaboration network in this field is growing, with strong participation from institutions from Southeast Asia, including Vietnam. The study recommends expanding the scope of analysis beyond Scopus and using qualitative methods and systematic reviews to further evaluate the FC model. The research will provide policymakers, teachers, and researchers with useful evidence for improving programs, enhancing professional development, and promoting digital transformation in general education.