Shodh Sari-An International Multidisciplinary Journal

The study “When Technologies Drive Pedagogy Learning and Teacher Training” was carried out by B. P. Marques, M. Cardoso, and R. M. Reis (2020). In order to create new applications, teaching strategies, and teacher preparation, as well as to encourage technological innovation in educational institutions and validate their quality, it is possible to challenge the conventional models of learning and the development of pedagogical gadgets. F. B. Blanco (2023). A Case Study of Technology-Driven Pedagogy in a Legal Education Course. The Journal of Educational Technology published by i-manager. The purpose of this study is to investigate the advantages of raising students’ awareness in a legal education class through the use of technology-driven pedagogy. According to the study’s findings, using technology-driven pedagogy improves legal education students’ learning, makes the classroom more engaging, and highlights how important a strong internet infrastructure and support are to successful classroom instruction. In their study, Rooney, D., and Nyström (2018), S. examined simulation as a complex educational environment. According to the Australasian Journal of Educational Technology, simulation is a methodology that has been extensively employed in several educational contexts. The unique materiality of the locations in question as well as the human activities they inspire are both carefully considered in this study. This dual focus opens up new avenues for the development of simulation pedagogies and allows for the examination of spatial inequities. A. Yürekli Kaynardağ (2017) investigated the significance of pedagogy in higher education. Higher Education Studies, in order to raise the standard of instruction and learning in higher education institutions, instructors’ pedagogical competencies are essential. G. Badley. (2000). Reported a study with a focus on three essential aspects of classroom pedagogy—delivery (content provision and facilitation), communication, and assessment—this study investigates how instructors’ pedagogical competencies impact students’ perspectives. The ratings of items pertaining to the communication dimension show the findings of the biggest discrepancy. Liquid and solid learning are two metaphors for pedagogy and creativity in the digital age, according to Das, S. (2012). International Innovations in Education and Teaching as a component of a higher education (HE) belief. The purpose of this essay is to explore pertinent research and literature on creativity, discuss how it relates to technology in the learning setting, and use a “Big C” to analyse “liquid learning.” The paper suggests a hybrid “liquid” and “solid” approach to creativity that is socially beneficial, arguing that liquid learning, while significant, is not a cure-all for creativity in higher education.

Objectives of Study:

• To find out the year-wise distribution of tech-driven pedagogy.

• To find out the top 25 institutions to publish Tech-driven pedagogy articles.

• To identify the language-wise distribution of records of tech-driven pedagogy in the Web of Science database.

• To determine the document type-wise distribution of the tech-driven pedagogy articles in the Web of Science database.

• To identify the country-wise distribution of publications in the tech-driven pedagogy in the Web of Science database.

Methodology:

For this study, 100 tech-driven pedagogy-related bibliographic documents from the Web of Science database from 1999 to 2025 were examined. Bibexcel software was utilized for data analysis of the results of the bibliographic investigation.  Subsequently, the data were saved as text files and loaded into both Bibexcel and Microsoft Excel for careful arrangements, comprehensive examination, and the production of educational tables and charts for the final report. 

Table 1

Year-wise distribution of tech-driven pedagogy

Table 1 is the distribution of research productivity in the field of tech-driven pedagogy from 1999 to 2024. Across the past twenty-five years, there were 100 research outputs on tech-driven pedagogy. 2023 yielded the highest number of outputs with 9 (9%), while 1999 – 2024 yielded the lowest number of 1 output (1%) out of the 100 records. Reference and H-Index The year 2023 had the highest citation score of 216 and the highest h-index for the study period was 2021.

Figure 1 Web of Science citation & year wise analysis

Table 2

Document type-wise distribution

Table 2 states the document type-wise distribution of research output is identified. The majority of presenters prefer to publish in an article. In this, the article occupies the top, and it is calculated to be 85%. The next editorial material is calculated to be 10 (10%). The third position is gained by the proceeding paper in which 5 (5%) publications were found. It was observed that the article seems to be the topmost of all other document type.

Figure 2 Document type-wise distribution

Table 3

Web of Science categories or research areas, top 25 entries out of 46 entries

Table 3 states that the Web of Science category-wise distribution of research output is identified. The majority of presenters publish in the Education Research. In this, the Educational Research occupies the top, and it is calculated to be 64%. Next Arts is calculated to be 6(6%). The third position is gained by the Computer Science Interdisciplinary Applications, Education, Scientific Discipline, Engineering Multidisciplinary, in which 5 (5%) publications were found. It was observed that educational Research seems to be the topmost of all other Web of Science categories.

Table 4

Web of Science index out of 5 entries

Table 4 states that the Web of Science index distribution of research output is identified. The majority of Web of Science-indexed journals are Social Sciences Citation Index (SSCI). In this, the Social Sciences Citation Index (SSCI)occupies the top, and it is calculated to be 84%. The next Arts & Humanities Citation Index (A&HCI) and Science Citation Index Expanded (SCI-EXPANDED) is calculated to be 18 (18%). The third position is gained by the Conference Proceedings Citation Index – Social Science & Humanities (CPCI-SSH) and Conference Proceedings Citation Index – Science (CPCI-S), with 3 (3%) publications found. It was observed that the Social Sciences Citation Index (SSCI) seems to be the topmost of all other Web of Science-indexed journals.

Table 5

Web of Science Affiliation out of 143 records

Table 5 states the affiliation-wise distribution of research output is identified. The majority of universities have affiliated. In this, the University of Cape Town, University of Bristol, and Sun Yat-sen University occupy the top, and it is calculated to be 3%. It was observed that the University of Cape Town, University of Bristol, and Sun Yat-sen University seem to be the topmost of all other affiliations in Web of Science.

Table 6

Language-wise distribution in Web of Science

Table 6 states the language-wise distribution of research output is identified. The majority of presenters prefer to publish in English. In this, the English language occupies the top, and it is calculated to be 97%. The next is Spanish language, which is calculated to be 3 (3%). It was observed that the English language seems to be the topmost of all other languages in Web of Science.

Table 7

Web of Science Language-wise distribution in the Country out of 28 entries

Table 7 states that the country-wise distribution of research output is identified USA published 30% papers in Web of Science on the topic tech tech-driven pedagogy.   In this, the UK published 18% of research articles.  In addition, India published only 3% of articles.   

Discussion

The productivity of research in the field of tech-driven pedagogy has increased over the last twenty-five years, from 1999 to 2024. A total of one hundred cloud computing research outputs were produced. 2021 produced the most outputs, with nine (9%). Reference and H-Index The year 2011 had the highest citation score of 250 and the highest h-index for the study period was 2021. The distribution of research output by language is determined. English is the preferred language for most scientists to publish in. It has a rating of 97. The English language ranks highest among the 100 overall output, accounting for 97%. It was noted that English appears to be the most widely used and favoured language worldwide. According to the data, the USA produced 30 papers (30%), making it the nation with the most research articles published in the topic of tech-driven pedagogy in education. With 18 articles (18%), England generated the second-highest number of publications, while India came in seventh with 3 papers (3%). Six document kinds of publications in this field were discovered by this investigation. With 85 out of 100 records (85%) in the survey, the article was the most often seen publishing category. Review editorial content was the second most prevalent publication category, appearing in 10 records (10%). This study also looked at book reviews, proceeding papers, review articles, and early access publications. The study of tech-driven pedagogy in education from 1999 to 2024. Out of all the categories in the Web of Science, education and educational research have the most publications (64 out of 100).