Resumen

MAKA, Loquitur et al. A ten-year bibliometric analysis of technology integration in South African higher education (2013-2023). Journal of Education [online]. 2025, n.101, pp.3-21. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i101a01.

Technology integration in higher education has attracted scholarly attention increasingly over the past decade, driven by rapid digital innovation and shifting pedagogical paradigms. In this bibliometric analysis, we investigate the research landscape on technology integration in South African higher education from 2013 to 2023, aiming to assess publication trends, map thematic structures, and analyse frameworks that inform teaching and learning practices. Data retrieved from the Scopus database yielded 3,594 records, which were refined to 1,406 final-stage, English-language journal articles. A focused search produced 110 South African articles for detailed analysis using the biblioshiny package in RStudio. The thematic mapping revealed a four-quadrant structure: basic themes such as e-learning and digital literacy remain foundational but underdeveloped; motor themes like blended learning and technology adoption are central and well-advanced, reflecting the sector's digital transformation momentum; niche themes, including policy and ICT integration, offer specialised contextual insights; and emerging themes like technology-enhanced learning signal rising but still underdeveloped interest in pedagogical innovation. Further, we identified nine thematic clusters through keyword co-occurrence analysis and aligned them with key South African policy frameworks. These include technology adoption and pedagogy clusters, barriers to online teaching, leadership and innovation, ICT readiness, equity and access, innovative practices, blended learning in local contexts, theoretical lenses for adoption, and pandemic-driven policy responses. These clusters underscore the interplay between infrastructure, policy, institutional leadership, and digital skills in shaping effective and inclusive technology integration. In this study, we map scholarly activity, reveal knowledge gaps, and offer strategic insights for educators, researchers, and policymakers. We advocate a balanced focus on infrastructure development, digital competencies, and pedagogical innovation to drive sustainable and equitable digital transformation in South African higher education.

Palabras clave : educational technology; technology integration; technology-enhanced learning; higher education; bibliometric analysis; research evaluation.

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