DOI: 10.25233/ijlel.1925948 ISSN: 2458-911X

Teacher Resistance in Digital Education: Topic Modeling and Temporal Analysis of International Research Trends

Ömer Cem Karacaoğlu, Abdulkadir Özkaya, İbrahim Gökdaş
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This study aims to systematically examine the academic literature on teacher resistance to digital and distance education. A total of 535 articles published between 1999 and 2026 were evaluated using bibliometric analysis. Data were obtained from international scientific databases, and analyses were performed using the R-based Bibliometrix platform and the LDA topic modeling method. The findings show a dramatic increase in publications in the literature after the COVID-19 pandemic and that the theme of teacher resistance is addressed in a multidimensional way. The most productive countries include the USA, China, and the UK; while the journals contributing the most were Education and Information Technologies and Education Sciences. Thematic analyses show that titles such as "Student Engagement," "Technology Integration," "Emergency Remote Teaching," and "Teacher Resistance" are increasingly prominent in the literature. It was determined that the theme of "Student Engagement in Digital Learning" became the most dominant topic, particularly during the 2024–2026 period. The study presents strategic implications for researchers and policymakers by revealing trends in the literature.

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