Mapping Gender Differences in Technology Integration among Educators: A Bibliometric Analysis
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.16.2025Keywords:
Gender Differences, Technology Integration, EducatorAbstract
The purpose of this study is to investigate the global research landscape on gender differences in technology integration among educators, a theme that has gained increasing importance in educational discourse nowadays as digital platform that reshapes teaching and learning approaches. Despite extensive scholarship on technology adoption in education, gender-based disparities in integration practices remain underexplored, raising concerns about equity, access and competence in digital pedagogy. To address this gap, a bibliometric analysis was conducted using the Scopus database, retrieving 955 publications from 2014 to 2024. The data were analyzed using Scopus Analyzer and VOSviewer software to map publication trends, keyword co-occurrences and co-authorship countries’ collaboration. The results reveal a developing growth in publications with notable peaks in the last decade, reflecting the rising urgency of understanding gendered perspectives in digital education. Keyword analysis highlights recurring themes such as “technology integration”,“gender differences”, and “educators” while related to the intersections with motivation, academic achievement and professional development. Co-authorship mapping indicates that research output is largely concentrated in countries such as United States, United Kingdom, Australia and China, with emerging contributions from Malaysia, Turkey, and India, although international collaborations remain uneven. The findings underscore the dominance of Western contexts in shaping the discourse, while research from developing regions remains comparatively limited. This bibliometric mapping not only illustrates the intellectual structure and thematic evolution of the field but also highlights persistent gaps, particularly the underrepresentation of female educators’ perspectives and voices from the Global South. This paper concludes by emphasizing the need for more inclusive, cross-regional and gender-sensitive investigations to support equitable technology integration and inform evidence-based policy and professional development initiatives in education.
Downloads
References
Adelana, O. P., Ayanwale, M. A., & Sanusi, I. T. (2024). Exploring pre-service biology teachers’ intention to teach genetics using an AI intelligent tutoring - based system. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2310976
Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.736522
Al-Khoury, A., Hussein, S. A., Abdulwhab, M., Aljuboori, Z. M., Haddad, H., Ali, M. A., Abed, I. A., & Flayyih, H. H. (2022). Intellectual Capital History and Trends: A Bibliometric Analysis Using Scopus Database. Sustainability (Switzerland), 14(18). https://doi.org/10.3390/su141811615
Alves, J. L., Borges, I. B., & De Nadae, J. (2021). Sustainability in complex projects of civil construction: Bibliometric and bibliographic review. Gestao e Producao, 28(4). https://doi.org/10.1590/1806-9649-2020v28e5389
Amaniampong, A., & Hartmann, Habil. M. D. (2023). Factors Affecting Technology Integration in Colleges of Education. International Journal of Studies in Education and Science, 4(2), 176–194. https://doi.org/10.46328/ijses.69
Appio, F. P., Cesaroni, F., & Di Minin, A. (2014). Visualizing the structure and bridges of the intellectual property management and strategy literature: a document co-citation analysis. Scientometrics, 101(1), 623–661. https://doi.org/10.1007/s11192-014-1329-0
Assyakur, D. S., & Rosa, E. M. (2022). Spiritual Leadership in Healthcare: A Bibliometric Analysis. Jurnal Aisyah : Jurnal Ilmu Kesehatan, 7(2). https://doi.org/10.30604/jika.v7i2.914
D’ Souza, R., Shet, J. P., Alanya-Beltran, J., Tongkachok, K., Hipolito-Pingol, G., & Mohamed Sameem, M. A. (2021). “I Teach the way I believe”: EFL Teachers’ Pedagogical Beliefs in Technology Integration and its Relationship to Students’ Motivation and Engagement in the COVID 19 Pandemic Year. International Journal of Learning, Teaching and Educational Research, 20(11), 387–406. https://doi.org/10.26803/ijlter.20.11.21
Dallora, A. L., Andersson, E. K., Gregory Palm, B., Bohman, D., Björling, G., Marcinowicz, L., Stjernberg, L., & Anderberg, P. (2024). Nursing Students’ Attitudes Toward Technology: Multicenter Cross-Sectional Study. JMIR Medical Education, 10, e50297. https://doi.org/10.2196/50297
di Stefano, G., Peteraf, M., & Veronay, G. (2010). Dynamic capabilities deconstructed: A bibliographic investigation into the origins, development, and future directions of the research domain. Industrial and Corporate Change, 19(4), 1187–1204. https://doi.org/10.1093/icc/dtq027
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. In International Journal of Production Economics (Vol. 162, pp. 101–114). https://doi.org/10.1016/j.ijpe.2015.01.003
Fan, H., & Li, M. (2025). Gender and regional differences in technological pedagogical readiness among primary mathematics teachers in post-pandemic China. Education and Information Technologies, 30(8), 10281–10310. https://doi.org/10.1007/s10639-024-13255-0
Gu, D., Li, T., Wang, X., Yang, X., & Yu, Z. (2019). Visualizing the intellectual structure and evolution of electronic health and telemedicine research. International Journal of Medical Informatics, 130. https://doi.org/10.1016/j.ijmedinf.2019.08.007
Khiste, G. P., & Paithankar, R. R. (2017). Analysis of Bibliometric term in Scopus. International Research Journal, 01(32), 78–83.
Li, M. (2025). Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China. Education and Information Technologies, 30(2), 1913–1945. https://doi.org/10.1007/s10639-024-12890-x
Li, Y., Harris, M. J., Dawod, A. Y., & Lawanna, T. (2025). Key Factors Influencing Preservice Chinese Teachers’ Willingness for Implementing AI Applications in Higher Education. IEEE Access, 13, 90572–90590. https://doi.org/10.1109/ACCESS.2025.3568834
Marange, I. Y., & Tatira, B. (2024). Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2457. https://doi.org/10.29333/ejmste/14629
Oputa, G. O., A.L, Dr. A., & Toyin, D. K. (2024). Gender Disparities in The Utilization of Digital Technology Among Science Teachers in Lagos State Secondary Schools. Lagos Journal of Contemporary Studies in Education, 2(03), 431–443. https://doi.org/10.36349/lajocse.2024.v02i03.028
Ozkan, Y., Bilgin, E. A., & Ugras, G. (2025). Computer-assisted instruction with virtual reality: Exploring its impact on science learning and gender differences. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202529271
Polydoros, G., Artikis, C., & Voudouri, A. (2025). Optimizing Fraction Learning for Elementary Students With Learning Difficulties in Mathematics: EdTech-Based Educational Settings. International Journal of Educational Reform. https://doi.org/10.1177/10567879251355557
Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., Sarker, Y., Kumar Paul, S., & Maitama, J. Z. (2022). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. Education and Information Technologies, 27(3), 4225–4258. https://doi.org/10.1007/s10639-021-10775-x
Riyanda, A. R., Parma Dewi, I., Jalinus, N., Ahyanuardi, Sagala, M. K., Rinaldi, D., Prasetya, R. A., & Yanti, F. (2025). Digital Skills and Technology Integration Challenges in Vocational High School Teacher Learning. Data and Metadata, 4, 553. https://doi.org/10.56294/dm2025553
Sanchez Prieto, J., Trujillo Torres, J. M., Gomez García, M., & Gomez García, G. (2020). Gender and Digital Teaching Competence in Dual Vocational Education and Training. Education Sciences, 10(3), 84. https://doi.org/10.3390/educsci10030084
Ulbrich, E., Tejera, M., Schmid, A., Sabitzer, B., & Lavicza, Z. (2025). Fostering the Four C’s: A Gendered Perspective on Technology Use in STEAM Education. Education Sciences, 15(5), 528. https://doi.org/10.3390/educsci15050528
Van Eck, N. J., & Waltman, L. (2007). Bibliometric mapping of the computational intelligence field. International Journal of Uncertainty, Fuzziness and Knowldege-Based Systems, 15(5), 625–645. https://doi.org/10.1142/S0218488507004911
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111(2), 1053–1070. https://doi.org/10.1007/s11192-017-2300-7
Verbeek, A., Debackere, K., Luwel, M., & Zimmermann, E. (2002). Measuring progress and evolution in science and technology - I: The multiple uses of bibliometric indicators. International Journal of Management Reviews, 4(2), 179–211. https://doi.org/10.1111/1468-2370.00083
Wu, M. L., & Zhou, Y. (2025). Strengthening teachers’ STEM preparedness through a technology integration online course. Education and Information Technologies, 30(12), 17191–17206. https://doi.org/10.1007/s10639-025-13479-8
Wu, Y. C. J., & Wu, T. (2017). A decade of entrepreneurship education in the Asia Pacific for future directions in theory and practice. In Management Decision (Vol. 55, Issue 7, pp. 1333–1350). https://doi.org/10.1108/MD-05-2017-0518
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Suraya Zakaria, Siti Zuraidah Md Osman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
