Bibliometric analysis of e-material research in higher education based on WoS database

Abstract

This study conducts a bibliometric analysis to map the intellectual landscape, evolutionary trends, and future directions of e-material research in higher education over the past three decades. Based on 348 research articles retrieved from the Web of Science (WoS) Social Sciences Citation Index (SSCI) database, this study employs descriptive statistical analysis, co-citation analysis, and keyword co-occurrence analysis to quantitatively and qualitatively assess the field’s development. The analysis reveals four distinct growth stages: initial exploration (1995-2007), steady growth (2008-2013), rapid expansion (2014-2019), and explosive growth (2020-present), with the COVID-19 pandemic acting as a significant catalyst. The field is characterized by strong interdisciplinarity, with core knowledge bases in educational technology, psychology, and medical education. A “one superpower, multiple major powers” pattern is identified in national contributions, with the United States leading in output and the United Kingdom serving as the central collaboration hub. Keyword analysis indicates a shift from foundational topics like “higher education” and “technology” toward emerging frontiers such as “artificial intelligence,” “self-regulated learning,” and “digital divide.” E-material research has matured into a dynamic and robust field. The core challenge has evolved from technological adoption to the meaningful integration and impact of e-materials on learning outcomes and equity. Future research should prioritize pedagogy-driven design, address the digital divide, and explore the long-term effects of AI integration. This review provides a systematic reference for researchers, policymakers, and practitioners to understand the past, present, and future of e-materials in higher education.