Mapping the Intellectual Landscape of Social Emotional Learning in ICT Education: A Systematic Bibliometric Analysis (2000–2026)

Abstract

Research on Social Emotional Learning (SEL) in ICT education has grown rapidly, yet the literature remains dispersed across various outlets, and previous reviews often overlook the post-pandemic surge in digital learning. This study addresses these gaps by providing a structured bibliometric mapping of the intellectual landscape and emerging trends in SEL-related ICT research from 2000 to 2026. Following PRISMA guidelines, a final dataset of 155 peer-reviewed publications was retrieved from the Scopus database and analyzed using biblioMagika® and VOSviewer.  The results indicate a maturing research domain with a significant growth trajectory beginning in 2019 and peaking in 2024. Geographically, Spain emerged as the most productive contributor (24 publications), while the United States demonstrated the highest citation impact (C/P = 28.00). Keyword co-occurrence analysis identified three primary thematic pillars: (1) pedagogical innovations involving serious games and e-learning; (2) psychological outcomes focused on compassion and self-efficacy; and (3) emergency digitalization catalyzed by the COVID-19 pandemic.  The study highlights that while the field is evolving, knowledge production remains geographically uneven and heavily focused on user perceptions rather than longitudinal learning outcomes. These findings provide critical guidance for educators and policymakers to prioritize inclusive digital SEL frameworks and suggest a future research agenda centered on empirical evidence and equitable access within Global South contexts.