Mapping the Scientific Landscape of Emerging Technologies in University and Higher Education: Global Trends, Research Gaps, and Future Directions

Document Type : Research Paper

Authors

1 Ph.D Student of Futures Studies, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran.

2 Professor, Department of Futures Studies, Faculty of Social Scienc-es, Imam Khomeini International University, Qazvin, Iran,

3 Assistant Professor, Department of Futures Studies, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran.

4 Assistant Professor, Department of Industrial Managment, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran.

5 Assistant Professor, Department of Futures Studies, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran

Abstract

e world is navigating the transformative currents of the Fourth Industrial Revolution, characterized by the profound convergence of diverse technologies and the pervasive influence of digitalization as its central framework. This era heralds a paradigm shift across numerous sectors, with higher education and universities at the forefront of this evolution. Studies of emerging technologies within the context of the Fourth Industrial Revolution are crucial in shaping the future of higher education. Understanding the implications and applications of emerging technologies is crucial for universities to remain relevant, innovative, and capable of preparing students for the demands of the modern workforce. However, despite the recognized importance of this field, there is a notable lack of comprehensive scientometric studies that systematically analyze and map the existing body of knowledge. This research gap highlights the need for a thorough investigation into the current state of studies related to emerging technologies in higher education, thereby providing a robust foundation for future academic and policy initiatives. Consequently, this study was meticulously designed and conducted to analyze existing research in this critical area, illuminating trends, patterns, and significant contributions.
Methodology: This applied research employed an analytical approach to provide a detailed and comprehensive overview of the field. Utilizing a mixed-methods design, the study integrates both quantitative and qualitative techniques to ensure a holistic understanding of the subject matter. Additionally, scientometric methods and a systematic review were conducted. The statistical population for this research comprised 273 articles on Emerging Technologies Studies in the Fourth Industrial Revolution Era within universities and higher education institutions. The term 'higher education' encompasses universities, colleges, and other degree-granting institutions. These articles were meticulously selected from the Web of Science citation database, a reputable source of scholarly literature, covering publications from 2019 to 2024. The selection process followed the rigorous guidelines of the PRISMA checklist to ensure transparency and reproducibility. Subsequently, the selected articles underwent comprehensive analysis, review, and visualization using software tools such as EndNote for reference management, Excel for data processing, and VOSviewer for network visualization and mapping.
Findings: The analysis of publication trends revealed a consistent and significant increase in the number of papers published on "Emerging Technologies Studies in the Fourth Industrial Revolution Era in Universities and Higher Education." This upward trend highlights the growing recognition and scholarly interest in this domain. A comprehensive examination of the keywords used in the articles identified 1,240 unique keywords, which were subsequently categorized into 29 distinct technology-related topics. Among these keywords, general terms such as “higher education,” “education 4.0,” and “education” appeared most frequently, underscoring their central importance to the field. Network analysis of co-authorship patterns revealed strong collaborative relationships among researchers from Malaysia, South Africa, Mexico, Spain, and India, emphasizing the international scope of this research area. Statistical analyses further identified MDPI as the leading publisher and Sustainability as the top journal for articles in this domain. Additionally, the analysis showed that “education and educational research” emerged as the most prominent research area within the reviewed articles.
Conclusion: The increasing trend in publications signifies a growing acknowledgment of the importance of emerging technologies in higher education during the Fourth Industrial Revolution. However, the notable absence of published review articles in this field highlights a significant gap. This gap warrants further attention and scholarly effort. A particularly concerning observation is the absence of Iran among the countries contributing to authorship in this field, whether through co-authorship or independent research. This absence suggests a potential oversight by Iranian researchers and policymakers regarding this critical issue. The analysis of scientific research areas highlights the diverse disciplinary interest in emerging technologies within higher education. Multiple scientific domains are showing a strong focus on this area. The analysis reveals a high prevalence of micro-topics related to augmented reality, the Internet of Things, artificial intelligence, and blockchain. This suggests widespread adoption and utilization of these technologies in universities and higher education institutions, effectively transforming them into vibrant and dynamic research hotspots. The analyzed articles also demonstrate a strong alignment with the United Nations Sustainable Development Goals (UN SDGs). This connection underscores the pivotal role of universities in cultivating a skilled and capable workforce, well-prepared to face the challenges and seize the opportunities of the Fourth Industrial Revolution. In conclusion, it is important to briefly highlight two significant limitations of this research: 1. The field of emerging technologies is rapidly evolving. Therefore, defining the time frame for collecting articles required a careful balance—it should not be so long-term as to include outdated technologies, nor so narrow as to exclude many relevant technologies within the study’s scope. For this reason, the last six years were selected as the most appropriate period for review. 2. On one hand, due to the nascent nature of these technologies, and on the other, the limited recognition of their importance in the educational sector of our country, there is a scarcity of review and bibliometric articles, as well as official statistical reports. This lack of resources represents a serious limitation of the present research.

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Main Subjects

References

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