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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Uso de herramientas digitales en el contexto educativo: un análisis bibliométrico

Use of digital tools in the educational context: a bibliometric analysis
Publicado
2026-06-11

Contexto: El uso de herramientas digitales en educación ha transformado los procesos pedagógicos, generando interés creciente en la investigación sobre su impacto, tendencias y aplicaciones. Objetivo: Identificar tendencias de publicación, autores más productivos, fuentes de mayor impacto, redes de colaboración y temas emergentes relacionados con herramientas digitales en la educación durante 2018-2025. Metodología: Se realizó un estudio bibliométrico descriptivo utilizando las bases de datos Scopus y Web of Science. Se incluyeron artículos publicados en revistas indexadas, en inglés o español, con texto completo disponible. Se analizaron 320 documentos mediante indicadores de productividad por autor, año, país, fuente e idioma; coocurrencia de palabras clave y análisis de citación. Resultados: La producción científica mostró crecimiento sostenido desde 2018, con un pico en 2024, evidenciando que la digitalización educativa es un fenómeno estable y no coyuntural. Los países más productivos fueron Estados Unidos, España y Brasil. Las revistas Computers & Education y Education and Information Technologies concentraron la mayor cantidad de publicaciones. Las temáticas predominantes incluyeron competencias digitales, aprendizaje en línea, herramientas de inteligencia artificial y educación inclusiva. Conclusiones: Las herramientas digitales actúan como impulsores de transformación pedagógica más que como simples recursos técnicos. La brecha geográfica en la producción científica subraya la necesidad de estrategias de cooperación internacional que promuevan una representación equitativa y la integración de perspectivas globales en la investigación educativa.

Context: The integration of digital tools in education has revolutionized pedagogical processes, fostering a growing surge in research regarding their impact, trends, and applications. Objective: This study aims to identify publication trends, the most prolific authors, high-impact sources, collaboration networks, and emerging themes related to digital tools in education between 2018 and 2025. Methodology: A descriptive bibliometric study was conducted using the Scopus and Web of Science databases. The sample included full-text, peer-reviewed articles published in both English and Spanish. A total of 320 documents were analyzed using productivity indicators (by author, year, country, source, and language), keyword co-occurrence, and citation analysis. Results: Scientific production has shown sustained growth since 2018, peaking in 2024, which demonstrates that educational digitalization is a stable, structural phenomenon rather than a transient trend. The most productive countries were the United States, Spain, and Brazil. The journals Computers & Education and Education and Information Technologies accounted for the highest concentration of publications. Predominant themes included digital competencies, online learning, artificial intelligence (AI) tools, and inclusive education. Conclusions: Digital tools serve as catalysts for pedagogical transformation rather than mere technical resources. The geographical disparity in scientific production underscores the need for international cooperation strategies that promote equitable representation and the integration of global perspectives in educational research.

Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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