Conducted by PIT
, Started on 2025 -
Completed on 2026
Completed
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This bibliometric analysis examines global scholarship on competence within the fields of Home Economics, ICT, Industrial
Arts, and Agri-Fishery Arts. Findings reveal a consistent rise in publications, with ICT emerging as the most dominant theme,
mirroring the global pivot toward technology-enhanced education. Spain leads in research output (2,638 publications),
followed by Indonesia (1,712), China (1,508), the United States, and Malaysia, reflecting the growing engagement of both
Western and Asian nations in competency-based education research.
Institutional mapping identifies the Universidad de Granada and Universitas Pendidikan Indonesia as leading contributors,
with sustained productivity and growing international collaborations between Europe and Southeast Asia. Research
trajectories from these institutions emphasize digital pedagogy, teacher competence, and the integration of technology.
Meanwhile, prolific scholars such as Francisco D. Guillén-Gámez, Antonio José Moreno-Guerrero, and Jesús López-Belmonte
significantly influence the discourse surrounding ICT and education. The most cited works highlight digital learning,
sustainability, and educational psychology, underscoring the dominance of technology-driven themes, particularly
accelerated by the COVID-19 pandemic.
Keyword co-occurrence confirms this emphasis, with terms like “education,
” “technology,
” “learning,
” and “COVID-19”
prevailing, alongside emerging interest in “skills” and “training.” However, Home Economics, Industrial Arts, and Agri-Fishery
Arts remain marginal within the corpus, suggesting a research imbalance favoring digital over vocational competencies.
Overall, while ICT-led competence research is thriving globally, traditional vocational disciplines require renewed scholarly
attention to ensure holistic, equitable, and practice-oriented education that aligns with the multidimensional skill demands
of the 21st century.