Akademik Veri Yönetim Sistemi
Open Praxis, cilt.17, sa.2, ss.349-362, 2025 (ESCI)
This bibliometric study aims to understand the impact of digital transformation on education, with a particular focus on distance education and its technology-supported forms such as e-learning, mobile learning, and open learning. Based on the analysis of 687 publications indexed in the Scopus database between 2017 and 2023, the study investigates the evolving role of digital transformation in distance education across three distinct timeframes: pre-COVID-19 (2017–2019), during COVID-19 (2020–2021), and post-COVID-19 (2022–2023). Employing bibliometric analysis techniques, the study identifies key themes such as inclusion, accessibility, digital tools, and adaptive learning systems. It also uncovers emerging trends like the integration of artificial intelligence, gamification, and virtual reality in education. The findings reveal a significant increase in research output during and after the COVID-19 pandemic, reflecting the intensified adoption of digital technologies in response to global disruptions. Key themes, such as “Smart Technologies in Education” and “Smart Campus and Digital University,” emerged prominently in the post-pandemic era, alongside new discussions on STEM education, digital competence, and personalized learning. The analysis highlights the transformative role of digital tools in bridging accessibility gaps and enhancing student engagement. By providing insights into current trends and persistent gaps, this study contributes to a deeper understanding of how digital transformation has reshaped education. These findings emphasize the importance of integrating emerging digital technologies and innovative strategies to address persistent challenges, enhance educational outcomes, and support the development of sustainable, technologydriven learning environments.