DOI: 10.12688/f1000research.183327.1 ISSN: 2046-1402

Optimizing Academic Writing Skills Using the pack Framework in Postgraduate Students: Trends in the Scopus Database (2016-2026)

Edi Sukmojati, Soni Ariawan, Silvia Al Viana, Anita Yusinta Deta, Oktaviana Rulianti Dju Lete, Maria Yedo Ruron, Pina Dhea Tafana, Rahmayati Koto, Muliati Muliati, Syifara Chika, M. Fuad Hasyim, Finan Ahsani Taqwim
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Background Technological Pedagogical Content Knowledge (TPACK) is a holistic model that could be used to maximise the flexibility of writing instruction by integrating technology, pedagogy, and content. The purpose of this study is to examine academic writing skills among postgraduate students between 2016 and 2026 based on the Technological Pedagogical Content Knowledge (TPACK) framework. Method This study adopted a bibliometric research design, and data were retrieved from the Scopus database. Systematic data collection was carried out in the process of identification, screening, eligibility and inclusion. A total of 191 publications were included and were analysed using the VOSviewer and Biblioshiny (R 4.4.1). The analysis concentrated on the growth and publication of the sources, productivity of the sources, contributions by authors, impact of publications, bibliographic coupling, connected organization, the co-occurrence of keywords and thematic maps. Results The results of the study show that in 2025, there was a sharp increase in the highest number of papers published with 64 documents, highlighting the growing interest among researchers in academic writing with the help of AI and technology-enhanced education. The key themes that emerged in the co-occurrence network are artificial intelligence, the use of ChatGPT, academic writing, and educational technology. Finally, thematic map analysis shows that the motor themes of artificial intelligence, ChatGPT, students, and feedback are relevant motor themes with high conceptual development. Moreover, Indonesia and the United States became the most influential countries with respect to bibliographic coupling and international research connectivity. Conclusion The overall findings of this study validate the emergence of AI as a game-changing tool in the field of academic writing education at the graduate level. However, the ethical implications of plagiarism, dependence, and misinformation generated by AI are still relevant factors for future educational implementation and the development of research.

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