Erika Tara Marcella Marcella, Teguh Arie Sandy Sandy

Bibliometric Analysis of Research Trends in Curriculum Development Based on the COVID-19 Pandemic

Introduction

Bibliometric analysis of research trends in curriculum development based on the covid-19 pandemic. Analyze research trends in COVID-19-driven curriculum development via bibliometric analysis. Discover insights on online learning, sustainable frameworks, and adaptive education systems.

Abstract

The COVID-19 pandemic has driven significant changes in curriculum development, mainly through the accelerated integration of digital technologies, the contextualisation of core content with pandemic-related themes, and the adoption of flexible teaching methodologies. This study aims to analyse research trends in curriculum development influenced by the pandemic using a bibliometric approach based on Scopus data (2020–2024). The findings reveal increased research interest in immediate responses, such as online learning platforms and digital literacy training during 2020–2021, followed by long-term adaptations, including sustainable curriculum frameworks and inclusive stakeholder involvement. The study also identifies gaps in long-term digital integration strategies and variability in stakeholder engagement. These findings highlight the importance of flexibility, collaboration, and innovative technologies in building resilient and adaptive education systems. This research contributes to the theoretical discourse on adaptive curriculum design and offers practical insights for more inclusive and responsive educational policies and practices in addressing future crises.

Review

This study presents a timely and highly relevant bibliometric analysis of research trends in curriculum development, specifically examining the profound influence of the COVID-19 pandemic. The abstract clearly articulates the paper's objective: to map shifts in educational discourse, from immediate crisis responses to more sustained adaptations. Utilizing Scopus data from 2020–2024, the chosen methodology is appropriate for identifying emergent patterns and thematic evolution within a rapidly changing field. The preliminary findings suggest a compelling narrative, highlighting an initial surge in research on online learning and digital literacy, which then transitions to a focus on resilient frameworks and inclusive stakeholder engagement. This chronological progression offers valuable insights into the academic community's evolving priorities during an unprecedented global event. The research adeptly identifies critical areas of heightened interest and, importantly, pinpoints existing gaps in the literature. The abstract’s mention of "long-term digital integration strategies" and "variability in stakeholder engagement" as under-researched areas is particularly insightful, signaling avenues for future inquiry and policy intervention. This focus on both progress and deficiencies strengthens the paper's potential impact. The stated contribution to the theoretical discourse on adaptive curriculum design is well-aligned with the topic, and the promise of practical insights for inclusive and responsive educational policies is a significant value proposition. To further enhance this, the full paper should thoroughly contextualize these identified gaps, perhaps discussing why these areas remain underexplored despite their evident importance, which could add a layer of critical analysis beyond trend identification. In conclusion, this paper appears to be a valuable contribution to understanding the academic response to a defining period in educational history. By systematically mapping research trends, it provides a crucial snapshot of how curriculum development has adapted and where further efforts are needed. The emphasis on flexibility, collaboration, and innovative technologies underscores a forward-looking perspective essential for building resilient education systems capable of navigating future crises. This research holds significant potential to inform both scholarly discussions and practical applications, making it a relevant and impactful study for the field of educational policy and curriculum design.

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