A Visual Analysis of the Hotspots, Processes and Prospects of Digitalization Research on Rural Teachers in China over the Past 10 Years

DOI: https://doi.org/10.62517/jhve.202416337

Author(s)

Ying Xue1,2, Xiangzhe Cui1,*

Affiliation(s)

1Department of Education, Sehan Uiversity, Yeongam, Jeollanam-do, Korea 2Xi'an International University, Xi'an, Shaanxi, China *Corresponding Author.

Abstract

Over the past decade, research on rural teachers' digitization in China has gradually become a hot social issue of great concern. Using CiteSpace to visualize and analyze the high-quality literature on rural teacher digitization-related research in the CNKI database in the past 10 years, the timeline shows a clear research trend during the decade, including three stages of sustained growth (2014-2019), a brief decline (2020), and a rapid rebound (2021-2024), which is in line with the changes in the national education tactic , the rural revitalization strategy, and the rise of online education in the wake of the COVID-19 epidemic and the global trend of digital transformation. The research power of rural teachers' digitalization is mainly concentrated in teacher training colleges and education academies, and the authors and research institutes are characterized by small concentration and large dispersion, and the cooperation network has not yet been widely formed. The three core themes of "rural teachers", "rural education" and "rural revitalization" are highlighted in the cited keywords, reflecting the close connection between the research content and national tactic and social needs. In light of the regional and special characteristics of rural education, research that is detached from the reality of the countryside and based on a single methodology will gradually change to a diversified research model based on the localized characteristics of the countryside.

Keywords

CiteSpace; Knowledge Mapping; Rural Teachers; Digitization

References

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