A Bird’s-Eye View on Curriculum Publications concerning Seven Countries: A Bibliometric Analysis

Conference: The European Conference on Education (ECE2022)
Title: A Bird’s-Eye View on Curriculum Publications concerning Seven Countries: A Bibliometric Analysis
Stream: Educational Research, Development & Publishing
Presentation Type: Live-Stream Presentation
Pia Kreijkes, Cambridge University Press & Assessment, United Kingdom


This study reports a bibliometric analysis providing a bird’s-eye view on publications on curriculum pertaining to Australia, South Africa, Ethiopia, Kenya, Ghana, India and Estonia. Bibliometric analysis enables an overview of the scholarly production within a field. Systematic searches of the Scopus database were conducted to identify relevant peer-reviewed journal articles, and their bibliometric data were extracted. The software VOSviewer was used to identify 1a) how much has been published on curriculum pertaining to the above countries over the past two decades (2000-2021), 1b) where such works were conducted, and 1c) in which journals they were published. Next, co-occurrence maps of author-defined keywords were created 2) to identify the main topics that are addressed in curriculum publications within the last five years (2017-2021). Results showed that much more research pertains to Australia, South Africa and India compared to the other countries overall and across time. The number of publications for these three countries increased while those concerning Ethiopia, Ghana, Kenya and Estonia remained low. Most works concerning a given country have been conducted within that country, and much work is conducted within US and UK institutions. The number of journal titles within which the publications appeared is vast. Findings also showed that a great proportion of curriculum publications relate to higher education and the medical field. In addition, topics such as decolonisation and indigenousness appear to be relevant in contemporary educational debate. Potential reasons underlying the findings and implications for moving curriculum research forward will be discussed.

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