Teacher Training in ICT and LKT in Education: A Bibliometric Analysis
Main Article Content
Abstract
This bibliometric analysis examines the scientific production on teacher training in Information and Communication Technologies (ICT) and Learning and Knowledge Technologies (LKT) in education between 2003 and 2024. Using the PRISMA 2020 framework, the study analyzed 23 documents selected from ten national and international databases. Results show a strong research presence in Latin America, particularly Colombia (50%) and Spain (25%), with most publications appearing between 2022 and 2023. Master’s theses (39.1%) and journal articles (30.4%) dominated the output, with higher education being the most studied level (39.13%). Methodologically, mixed methods were most common (40%), reflecting an integrative approach to digital teacher training.
The analysis reveals a dominant focus on ICT (61.90%), with fewer studies addressing LKT independently (14.29%). Key themes include digital skills, learning platforms, and teacher competencies. However, a notable portion of studies lacked institutional affiliation (30.30%), suggesting a fragmented academic landscape. Keyword trends confirmed ICT, learning technologies, and digital competencies as central topics.
Findings indicate that while interest in teacher training in ICT and LKT is growing, the field remains underdeveloped, particularly in terms of international collaboration, K–12 education focus, and peer-reviewed dissemination. The study calls for expanded research in diverse regions, stronger institutional partnerships, and more pedagogically grounded explorations of LKT. These insights are intended to inform educational policy and curriculum development in teacher education programs worldwide.