Generative artificial intelligence (GAI) has significantly disrupted the educational landscape, ushering in profound transformation. In this comprehensive research study, global databases such as Scopus and Web of Science (WoS) were meticulously curated for data collection within the publication years of the last five years, i.e., 2019–2023. The search criteria involved a thorough exploration of documents featuring “Generative Artificial Intelligence” and “education” in the article title, abstract, and keywords, assembling a refined dataset comprising 116 publications. The study design incorporated the widely recognized PRISMA and PICOC frameworks to ensure methodological rigor. Data analysis was conducted utilizing the advanced VOSviewer_1.6.20 software. The investigation delved into diverse aspects of citation patterns, revealing notable variations across sources, authors, and organizations. The research showcased a transdisciplinary nature by employing bibliographic coupling across multiple countries and co-citation among cited sources and authors. Incorporating PICOC components facilitated a critical analysis of the research problem, relating it to policy and practical considerations while identifying prevailing trends in current research. Consequently, the study provides insights into the potential impact on practices and policies and lays the groundwork for future lines of inquiry in the realm of GAI in education.
Keyword(s) : bibliometric analysis
The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices
The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ‘ academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.
The phenomenon of “victimization” in modern Russian and foreign studies
Victimization of children and adolescents, as well as other groups in society is an important issue
and complex issue that needs to be better understood so that measures can be put in place at every
level to prevent and correct these phenomena. This study was based on the bibliometric analysis
of relevant scientific literature in both Russian and foreign publications. The resulting qualitative
analysis indicated a variety of viewpoints on the concept of victimology, with different approaches,
theories of victimization, and concepts of specific aspects of prevention, minimization, correction,
and individual assistance. A large number of publications are devoted to the relationship of
victimization and other phenomena, especially in the school environment. Despite the diversity of
the scientific field, the study identified differences in the knowledge of this definition in the global
databases and an increasing number of publications dealing with this problem by both foreign and
Russian researchers. The phenomenon of “victimization” requires a further in-depth approach
to research of an interdisciplinary nature, as well as the development of conditions, models and
methods of de-victimization at various levels.
Predictive competence of future educators: a review of the current state of the problem
Teachers need be able to work in the constantly changing conditions of the educational space. It is
not enough to know a significant amount of information : the teacher must adapt the information
to educational practice , to be mobile and farsighted in the educational space , to anticipate
possible changes in it and to build a learning process based on scientific forecasts . The teacher
needs prognostic competence . The aim of this article is to determine the extent to which of the
phenomenon of predictive competence has been scientifically elaborated and to identify modern
approaches to its study and formation . The study concentrated on a bibliometric analysis of
modern pedagogical research on the most popular databases : “Scopus “, “Web of Science “, “Elibrary”
to identify approaches from modern foreign scientific research.
This identified the relevance of more in-depth studies of the specifics of the complex formation of
prognostic competence. For students and undergraduates, this component has distinctive features
that have not yet been subjected to comprehensive study. The finding of the study can be used in the
preparation and training of teachers in universities and institutions of secondary education.