Global Research Trends in the Management of Innovation-Oriented Training in Schools in the Digital Era: A Bibliometric Analysis
Keywords:
Bibliometric analysis; digital leadership; innovation-oriented training management; teacher professional development; school transformationAbstract
This study mapped global publication trends, research landscapes, and thematic evolution in innovation-oriented training management in schools in the digital era. A bibliometric design was used to analyze Scopus-indexed publications. Data was retrieved on January 31, 2026, using a structured search of titles, abstracts, and keywords. A total of 323 documents (2016–2025) were selected through the Preferred Reporting Items for Systematic reviews and Meta-Analyses procedure, including document filtering and metadata verification. Metadata cleaning was conducted using OpenRefine, and the analysis was performed using Biblioshiny (Bibliometrix R) and VOSviewer. The novelty lies in positioning innovation-oriented training management as a unified research domain, rather than fragmented themes such as leadership, professional development, or technology adoption. The findings revealed a significant increase in publications after 2022, with a peak in 2024–2025. Core publication sources consistently address continuing professional development, digital leadership, and technology-integrated training systems. Influential documents emphasized the integration of institutional support, digital competence, and leadership in managing innovation-oriented training. The thematic evolution indicated a shift from early concerns with technology adoption and platform effectiveness to systemic digital transformation, strategic leadership, and advanced digital competencies, including artificial intelligence. The study contributes theoretically by positioning training management as a strategic component of systemic digital school transformation. Pedagogically, the results inform the design of digital classrooms and learning management systems-based training by emphasizing data-driven evaluation, adaptive learning systems, and continuous professional development. These insights support evidence-based policy and practice in digital education.
https://doi.org/10.26803/ijlter.25.5.2
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