Information and Communication Technologies in Inclusive Education: A Bibliometric Approach in Scopus

Abstract

The rise of information and communication technologies has changed lifestyles and academic sectors, facilitating the inclusion of diverse students in the classroom. The present study aimed to analyze the bibliometrics in Scopus on ICT in inclusive education between 2002 and 2023. It was a bibliometric analysis that defined the metrics of scientific production. The indicators were obtained from 94 documents chosen from the Scopus database using keywords in English (information and communication technologies, inclusive education). The results show that the year with the highest scientific production was 2022 (n=22; 23.4%).  In addition, Spain (21.6%; n=27) is the country with the most publications, as is the University of Seville (n=5). The journal Sustainability Switzerland published 6 (96 citations) papers, with authors Asongu, S.A. and Fernández-Batanero, J.M. being the most cited (88 and 42 citations respectively). From the studies analyzed, it is concluded that the field of ICT in inclusive education has grown in resources, authorship and thematic variety, due to the potential of ICT to solve massive problems, which improves access, equity and participation in education.