Exploring E-Learning and Inclusion: A Bibliometric Analysis of Research Trends

Abstract

In the context of the recent global transition to digital education, inclusion in e-learning has emerged as a topic of growing significance. This study conducts a bibliometric analysis of 731 publications retrieved from the Web of Science database, aiming to uncover prevailing research trends, thematic frameworks, and collaborative networks that have emerged around the intersection of e-learning and inclusion. The keyword analysis, conducted using VOSviewer software, revealed that 'e-learning' occupies a central position in the literature, exhibiting strong associations with related themes such as online learning, blended learning, higher education, and gamification. Notably, the concept of 'inclusion' demonstrated significant connections with terms such as accessibility, digital divide, diversity, and artificial intelligence, indicating a multidimensional approach to inclusion within technology-enhanced learning environments. These findings underscore that inclusion in such contexts is not a singular notion but a complex, multifaceted construct. Its strong associations with the aforementioned themes suggest that truly inclusive e-learning environments must address a broad spectrum of social, technological, and pedagogical dimensions. Moreover, temporal visualization illustrated a marked increase in scholarly attention to topics like COVID-19, mental health, and social inclusion in the post-2020 period, highlighting the pandemic's influence on educational research trends. Publication and citation analyses revealed a significant rise in scientific output and impact beginning in 2018, with a peak observed in 2022. Country-level collaboration maps identified the United States, Spain, Germany, and China as central contributors, while institutional analyses highlighted universities such as the University of British Columbia and the University of Melbourne as leading entities in the field. These findings underscore the necessity of designing e-learning environments that are not only technologically sophisticated but also socially inclusive. In the current landscape of digital education, increasing attention is being directed toward themes such as e-inclusion, web accessibility, and equity in education. This study contributes to the understanding of inclusive practices in e-learning and provides valuable insights for researchers, educators, and policymakers.