Digital Technology Integration among Chinese Teachers in the Education Informatization 2.0 Era (2018-2024): A Bibliometric and Topic Modeling Analysis
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Digital technology has opened up new possibilities for education and facilitating its digital transformation. However, the integration of technology by teachers has yet to meet expectations. This study aims to investigate the bibliometric trends, frequently examined factors, and significant research themes related to Chinese teachers’ integration of digital technology during the Education Informatization 2.0 period (2018-2024) through a combination of bibliometric analysis and topic modeling. The results showed a continuous growth trend in relevant studies from 2018 to 2024, which were mainly published in leading educational technology journals. Through keyword analysis, 36 factors related to teachers’ technology integration were identified and categorized into individual, environmental, and theoretical model levels. Based on the results of co-occurrence analysis and topic modeling, five research themes were identified: the development of teachers' ICT competence and digital literacy, teacher training practices, factors influencing technology integration, the redefinition of teachers' roles in artificial intelligence environments, and the digital competence and literacy of rural teachers, particularly within the framework of intelligent education. The identification of 36 relevant factors offers a structured foundation for further research on integration mechanisms. The identification of research themes and potential research directions provides valuable insights for future empirical research and policy development.
Abstract
Digital technology has opened up new possibilities for education and facilitating its digital transformation. However, the integration of technology by teachers has yet to meet expectations. This study aims to investigate the bibliometric trends, frequently examined factors, and significant research themes related to Chinese teachers’ integration of digital technology during the Education Informatization 2.0 period (2018-2024) through a combination of bibliometric analysis and topic modeling. The results showed a continuous growth trend in relevant studies from 2018 to 2024, which were mainly published in leading educational technology journals. Through keyword analysis, 36 factors related to teachers’ technology integration were identified and categorized into individual, environmental, and theoretical model levels. Based on the results of co-occurrence analysis and topic modeling, five research themes were identified: the development of teachers' ICT competence and digital literacy, teacher training practices, factors influencing technology integration, the redefinition of teachers' roles in artificial intelligence environments, and the digital competence and literacy of rural teachers, particularly within the framework of intelligent education. The identification of 36 relevant factors offers a structured foundation for further research on integration mechanisms. The identification of research themes and potential research directions provides valuable insights for future empirical research and policy development.