Prevailing Themes and Future Research Agendas in Higher Education: A Systematic Scoping Review of Reviews (2024-2025)
Abstract
Introduction: The existing scholarship related to higher education, while extensive, lacks comprehensive analyses of prevailing research themes. Numerous reviews provide detailed charts of niche topics, yet they fall short of offering a comprehensive overview. To accurately chart the major tendencies within the broader field of higher education, our analysis includes all review types, arguing that they collectively provide a more complete picture and reveal the field’s dominant themes.
Purpose: To fix the prevailing themes in research on higher education and research agendas.
Method: We employed a systematic scoping review methodology to map the breadth of literature. The review questions were formulated using the PCC (Problem, Concept, Context) framework to ensure a comprehensive scope. The conduct and reporting of this review followed the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). 128 reviews of diverse types published in 2024-2025 were selected from the Scopus database. The included reviews were based on publications within the timeframe from 2010 to 2025.
Results: This systematic scoping review reveals that systematic reviews (55%) constitute the dominant methodological approach in higher education research, followed by bibliometric (12%) and scoping reviews (9%). The analysis identifies eight prevailing thematic clusters that directly inform future research agendas, consolidating them into four synthesized directions: technology and digital transformation; curriculum and learning outcomes; equity, ethics, and education's social role; and systemic shifts including internationalization and sustainability. Notably, the field shows concentrated emphasis on artificial intelligence integration and AI competency development, signaling a pivotal direction for future higher education research.
Conclusion: This review has synthesized the current intellectual landscape of higher education to map its prevailing themes and, consequently, to define a unified research agenda. The primary implication of this work is to focus the efforts of the research community by highlighting the most pertinent and promising directions for further investigation. Although this review provides valuable insights, its findings are limited by its reliance on a single database and its restriction to English-language reviews, potentially omitting significant literature from regional or non-English sources. Therefore, we recommend future research pursue a more expansive systematic mapping with a longer time span, multiple databases, and incorporate reviews published in various languages to achieve a truly comprehensive perspective.
Downloads
References
Abdallah, N., Katmah, R., Khalaf, K., & Jelinek, H. F. (2025). Systematic review of ChatGPT in higher education: Navigating impact on learning, wellbeing, and collaboration. Social Sciences & Humanities Open, 12, Article 101866. https://doi.org/10.1016/j.ssaho.2025.101866
Abusaada, H., & Elshater, A. (2022). Notes on developing research review in urban planning and urban design based on PRISMA statement. Social Sciences, 11(9), 391. https://doi.org/10.3390/socsci11090391
Adauto Medina, W. A., Flores Velásquez, C. H., Olivares Zegarra, S. del R., Morales Romero, G. P., Quispe Andia, A., Aybar Bellido, I. E., Palacios Huaraca, C. R., Aldana Trejo, F. H., & Alvarado Bravo, N. (2024). Using ChatGPT in university academic writing: A bibliometric review study on the implications for writing reports, papers, essays, and theses. International Journal of Learning, Teaching and Educational Research, 23(12), 360–381. https://doi.org/10.26803/ijlter.23.12.19
Ahmad, A. M., & Khurizan, N. S. N. (2024). Data envelopment analysis and higher education: A systematic review of the 2018–2022 literature and bibliometric analysis of the past 30 years of literature. SAGE Open, 14 (3), 1-28. https://doi.org/10.1177/21582440241245678
Alexander, P. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6-23. https://doi.org/10.3102/0034654319854352
Alzahmi, R. A., Syed, R. T., Singh, D., Arshi, T. A., & Kutty, S. V. (2025). Organizational change in higher education institutions: Thematic mapping of the literature and future research agenda. Humanities and Social Sciences Communications, 12(282). https://doi.org/10.1057/s41599-025-05650-w
Alonso, R. K., Velez, A., Diego Mantecón, M. Á., & Heredia Oliva, E. (2025). Blended learning in higher education for the development of intrinsic motivation: A systematic review. Cogent Education, 12(1), Article 2487572. https://doi.org/10.1080/2331186X.2025.2487572
Alotaibi, N. S. (2024). The impact of AI and LMS integration on the future of higher education: Opportunities, challenges, and strategies for transformation. Sustainability, 16(23), Article 10357. https://doi.org/10.3390/su162310357
Alvarado, L. F. (2025). Design thinking as an active teaching methodology in higher education: A systematic review. Frontiers in Education, 10, Article 1462938. https://doi.org/10.3389/feduc.2025.1462938
Álvarez Martínez, J. A., Gómez, J. F., & Restrepo Botero, J. C. (2025). Mobile-assisted language learning (MALL) for improving English language teaching and learning in higher education: A systematic literature review. Knowledge Management & E-Learning, 17(2), 258–277. https://doi.org/10.34105/j.kmel.2025.17.012
Amavasi, B., & Zimmerman, P.-A. (2024). Infection prevention and control continuous education and training in pre-registration nursing programmes. Nurse Education Today, 133, Article 106051. https://doi.org/10.1016/j.nedt.2023.106051
Andrade-Girón, D., Marín-Rodriguez, W., Sandivar-Rosas, J., Carreño-Cisneros, E., Susanibar-Ramirez, E., Zuñiga-Rojas, M., Angeles-Morales, J., & Villarreal-Torres, H. (2024). Generative artificial intelligence in higher education learning: A review based on academic databases. Iberoamerican Journal of Science Measurement and Communication, 4(1), 1–16. https://doi.org/10.47909/ijsmc.101
Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8, 19–32. http://doi.org/ 10.1080/1364557032000119616
Balalle, H. (2025). Learning beyond realities: exploring virtual reality, augmented reality, and mixed reality in higher education - A systematic literature review. Discover Education, 4(151). https://doi.org/10.1007/s44217-025-00559-7
Banerjee, P., Graham, L., & Given, G. (2024). A systematic literature review identifying inconsistencies in the inclusion of subjects in research reports on STEM workforce skills in the UK. Cogent Education, 11(1), Article 2288736. https://doi.org/10.1080/2331186X.2023.2288736
Bannigan, G., McGrath, D., & Matthews, J. (2025). Whole-university approaches to embedding well-being in the curriculum: A scoping review. Frontiers in Education, 10, Article 1534244. https://doi.org/10.3389/feduc.2025.1534244
Barikzai, S., Bharathi S, V., & Perdana, A. (2024). Challenges and strategies in e-learning adoption in emerging economies: A scoping review. Cogent Education, 11(1), Article 2400415. https://doi.org/10.1080/2331186X.2024.2400415
Barua, L., & Lockee, B. B. (2024). A review of strategies to incorporate flexibility in higher education course designs. Discover Education, 3 (127). https://doi.org/10.1007/s44217-024-00213-8
Basheer, N., Ahmed, V., Bahroun, Z., & Anane, C. (2024). Exploring sustainability assessment practices in higher education: A comprehensive review through content and bibliometric analyses. Sustainability, 16(14), Article 5799. https://doi.org/10.3390/su16145799
Bayly-Castaneda, K., Ramirez-Montoya, M.-S., & Morita-Alexander, A. (2024). Crafting personalized learning paths with AI for lifelong learning: A systematic literature review. Frontiers in Education, 9, Article 1424386. https://doi.org/10.3389/feduc.2024.1424386
Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research and Development, 31(5), 625–640. https://doi.org/10.1080/07294360.2012.702735
Belinchón Romero, I. (2008). La bibliometría como herramienta de conocimiento de la situación de la investigación clínica espa nola en dermatología y sus implicaciones futuras [Bibliometrics as a tool for understanding the state of Spanish clinical research in dermatology and its future implications]. Actas Dermo-Sifiliogr, 109, 2. https://doi.org/10.1016/j.ad.2017.09.002
Benson, H., Williams, K., & Heggart, K. (2024). Quality assurance interventions in blended learning design: A systematic review of the literature. Australasian Journal of Educational Technology, 40(5), 31–46. https://doi.org/10.14742/ajet.9362
Bonilla-Jurado, D., Zumba, E., Lucio-Quintana, A., Yerbabuena-Torres, C., Ramírez-Casco, A., & Guevara, C. (2024). Advancing university education: Exploring the benefits of education for sustainable development. Sustainability, 16(17), Article 7847. https://doi.org/10.3390/su16177847
Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103 (1), 45–76. https://doi.org/10.1002/jee.20038
Briner, R., & Denyer, D. (2012). Systematic review and evidence synthesis as a practice and scholarship tool. Oxford University Press, 112–129.
Bradbury-Jones, C., Aveyard, H., Herber, O.R., Isham, L., Taylor, J., & O’Malley, L. (2022). Scoping reviews: the PAGER framework for improving the quality of reporting. International Journal of Social Research Methodology, 25(4), 457–470. https://doi.org/10.1080/13645579.2021.1899596
Brauer, R., Ormiston, J., & Beausaert, S. (2024). Creativity-fostering teacher behaviors in higher education: A transdisciplinary systematic literature review. Review of Educational Research,95(5), 899-928. https://doi.org/10.3102/00346543241258226
Briner, R.B., & David, D. (2012). Systematic Review and Evidence Synthesis as a practice and scholarship tool. In D.M. Rousseau (Ed.), The Oxford handbook of evidence-based management. Oxford University Press.
Budgen, D., Turner, M., Brereton, P., & Kitchenham, B.A. (2008). Using mapping studies in software engineering. IIn PPIG 2008 - 20th Annual Workshop (vol. 8., pp. 195–204). PPIG. https://ppig.org/files/2008-PPIG-20th-budgen.pdf.
Buele, J., & Llerena-Aguirre, L. (2025). Transformations in academic work and faculty perceptions of artificial intelligence in higher education. Frontiers in Education, 10, Article 1603763. https://doi.org/10.3389/feduc.2025.1603763
Burton, R., Kellett, U., Mansah, M., & Sriram, D. (2024). A systematic review of online team based learning approaches in health professional education. Nurse Education Today, 138, Article 106156. https://doi.org/10.1016/j.nedt.2024.106156
Bustamante-Mora, A., Diéguez-Rebolledo, M., Díaz-Arancibia, J., Sánchez-Vázquez, E., & Medina-Gómez, J. (2025). Inclusive pedagogical models in STEM: The importance of emotional intelligence, resilience, and motivation with a gender perspective. Sustainability, 17(10), Article 4437. https://doi.org/10.3390/su17104437
Cabrera-Duffaut, A., Pinto-Llorente, A. M., & Iglesias-Rodriguez, A. (2024). Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education - A systematic literature review. Frontiers in Education, 9, Article 1391560. https://doi.org/10.3389/feduc.2024.1391560
Cadiz, M. C. D., Manuel, L. A. F., Reyes, M. M., Natividad, L. R., & Ibarra, F. P. (2024). Technology integration in Philippine higher education: A content-based bibliometric analysis. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 35–47. https://doi.org/10.22437/jiituj.v8i1.31807
Cadiz, M. C. D., Manuel, L. A. F., Reyes, M. M., Natividad, L. R., & Ibarra, F. P. (2024). Technology integration in Philippine higher education: A content-based bibliometric analysis. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8 (1), 35–47. https://doi.org/10.22437/jiituj.v8i1.31807
Castillo-Martínez, I. M., Flores-Bueno, D., Gómez-Puente, S. M., & Vite-León, V. O. (2024). AI in higher education: A systematic literature review. Frontiers in Education, 9, Article 1391485. https://doi.org/10.3389/feduc.2024.1391485
Castillo, F. L. V., Reyna, A. C. P., Huaraca, C. R. P., Bravo, N. A., Trejo, F. H. A., Condor, M. C. C., Bazalar, R. S., Pérez, O.P.A., Quiroz, A. G. T., & Muñoz, R. P. (2024). Contribution of artificial intelligence to the development of metaverses: A bibliometric review study on its impact on immersive learning in higher education. International Journal of Learning, Teaching and Educational Research, 23(12), 322–341. https://doi.org/10.26803/ijlter.23.12.17
Chashmyazdan, M. R., Sadatmoosavi, A., Bamir, M., Poursheikhali, A., & Masoud, A. (2024). Future requirements and challenges of universities and higher education institutions in the knowledge-based economy: Literature reviews. Journal of Higher Education Policy and Leadership Studies, 5(3), 180–191. https://doi.org/10.61186/johepal.5.3.180
Chen, S., Kadir, S. A., & Kang, E. K. M. S. (2024). Factors influencing lecturers’ organizational commitment in higher education: A systematic literature review. Journal of Curriculum and Teaching, 13(4), 192–208. https://doi.org/10.5430/jct.v13n4p192
Chugh, R., Turnbull, D., Morshed, A., Sabrina, F., Azad, S., Mamunur, R. M., Kaisar, S., & Subramani, S. (2025). The promise and pitfalls: A literature review of generative artificial intelligence as a learning assistant in ICT education. Computer Applications in Engineering Education, 33(2), Article e70002. https://doi.org/10.1002/cae.70002
Coleman, A., Crawford, M., Shin, H., Dadd, D., & Collins, B. (2025). The career prospects of migrant, female academics from minority ethnic backgrounds in the UK’s higher education sector: An integrative review of peer-reviewed literature. Educational Review, 77(4), 1313–1335. https://doi.org/10.1080/00131911.2023.2281240
Cui, P., & Alias, B. S. (2024). Opportunities and challenges in higher education arising from AI: A systematic literature review (2020–2024). Journal of Infrastructure, Policy and Development, 8(11), Article 8390. https://doi.org/10.24294/jpd.v8i11.8390
Dávila, M., Guzmán, R., Macareno, H., Piñeres, D., de la Rosa, D., & Caballero-Uribe, C. (2009). Bibliometría: Conceptos y utilidades para el estudio médico y la formación profesional [Bibliometrics: Concepts and applications for medical research and professional training]. Salud Uninorte, 25, 319–330.
Din Eak, A., & Annamalai, N. (2024). Enhancing online learning: A systematic literature review exploring the impact of screencast feedback on student learning outcomes. Asian Association of Open Universities Journal, 19(3), 247–263. https://doi.org/10.1108/AAOUJ-08-2023-0100
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
Dukes, L., III, Faggella-Luby, M., Gelbar, N., Mendoza, M. E., Charles, S., & Madaus, J. (2025). Getting global with it: The rapid growth in higher education and disability-focused professional literature. Disabilities, 5(1), 13. https://doi.org/10.3390/disabilities5010013
Eaton, S. E. (2025). Global trends in education: Artificial intelligence, postplagiarism, and future-focused learning for 2025 and beyond – 2024–2025 Werklund Distinguished Research Lecture. International Journal for Educational Integrity, 21(12). https://doi.org/10.1007/s40979-025-00187-6
Edvardsen Tonheim, L. E., Molin, M., Brevik, A., Gundersen, M. W., & Garnweidner-Holme, L. (2024). Facilitators and barriers to online group work in higher education within health sciences – A scoping review. Medical Education Online, 29(1), Article 2341508. https://doi.org/10.1080/10872981.2024.2341508
El Aatik, Y., El Habchi, M., Gazzaz, H., Elouardi, A., El Feniche, M., & Kisra, H. (2024). State of the art of students psychological needs at the level of higher education institutions in Morocco: A systematic literature review. The Open Public Health Journal, 17, Article e18749445348464. https://doi.org/10.2174/0118749445348464241010080618
Eltaiba, N., Hosseini, S., & Okoye, K. (2025). Benefits and impact of technology-enhanced learning applications in higher education in Middle East and North Africa: A systematic review. Global Transitions, 7, 350–374. https://doi.org/10.1016/j.glt.2025.06.004
Esteban, A. J. (2025). Mapping the research landscape of language use in study abroad through a bibliometric lens. Cogent Education, 12(1), Article 2482392. https://doi.org/10.1080/2331186X.2025.2482392
Fengye, L., Xiaoyang, L., Shuyan, Y., Muying, Y., Junyi, C., & Sun, P. (2025). A comparative analysis of research interest in medical students: An international and Chinese perspective over the past decade using CiteSpace. Cogent Education, 12(1), Article 2510021. https://doi.org/10.1080/2331186X.2025.2510021
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & López-Menéses, E. (2024). Adoption of the Internet of Things in higher education: Opportunities and challenges. Interactive Technology and Smart Education, 21(2), 292–307. https://doi.org/10.1108/ITSE-01-2023-0025
Ferreira Santos, L. (2024). Internationalisation in the digital transformation: A scoping review. Higher Education Quarterly, 78(3), 807–824. https://doi.org/10.1111/hequ.12488
Fink, A. (2019). Conducting Research literature reviews: From the internet to paper. Sage Publications.
France, E. F., Cunningham, M., Ring, N., Uny, I., Duncan, E. A., Jepson, R. G., Noyes, J. (2019). Improving reporting of meta-ethnography: The eMERGe reporting guidance. BMC Medical Research Methodology, 19(1), 1–13. https://doi.org/10.1111/jan.13809
Frez-Pulgar, G., Valdés-Rodríguez, Y., Negrier-Seguel, V., Gutiérrez-Gutiérrez, F., Caceres-Senn, M., Glasserman-Morales, L., & Hochstetter-Diez, J. (2025). Institutionalization of bioethics in higher education institutions: A systematic mapping. Bioethical Inquiry. https://doi.org/10.1007/s11673-025-10442-7
Galdames-Calderón, M., Stavnskær Pedersen, A., & Rodriguez-Gomez, D. (2024). Systematic review: Revisiting challenge-based learning teaching practices in higher education. Education Sciences, 14(9), Article 1008. https://doi.org/10.3390/educsci14091008
García-Peñalvo, F. (2017). Revisión sistemática de literatura para artículos. http://repositorio.grial.eu/handle/grial/756
Ghazian, N., & Lortie, C. J. (2024). Ten simple rules for incorporating the UN sustainable development goals (SDGs) into environmental and natural science courses. Sustainability, 16(21), Article 9594. https://doi.org/10.3390/su16219594
Gómez, D. L.J., Álvarez Maestre, A. J., Parada Trujillo, A. E., Pérez Fuentes, C. A., Bedoya Ortiz, D. H., & Sanabria Alarcon, R. K. (2025). Determining factors for the development of critical thinking in higher education. Journal of Intelligence, 13(6), Article 59. https://doi.org/10.3390/jintelligence13060059
Gonçalves, G. S., Serra, F. A. R., Storopoli, J. E., Scafuto, I. C., & Rafael, D. N. (2024). Undergraduate student retention activities: Challenges and research agenda. SAGE Open. https://doi.org/10.1177/21582440241249334
Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews. Sage Publications.
Gregorio-Chaviano, O., Repiso, R., Calderón-Rehecho, A., León-Marín, J., & Jiménez-Contreras, E. (2021). Dialnet Métricas como herramienta de evaluación bibliométrica: Aportes al análisis de la actividad científica en Ciencias Sociales y Humanidades [Dialnet Métricas as a bibliometric evaluation tool: Contributions to the analysis of scientific activity in social sciences and humanities]. El Profesional de la Información, 30. http://doi.org/10.3145/epi.2021.may.18
Gudoniene, D., Staneviciene, E., Huet, I., Dickel, J., Dieng, D., Degroote, J., Rocio, V., Butkiene, R., & Casanova, D. (2025). Hybrid teaching and learning in higher education: A systematic literature review. Sustainability, 17(2), Article 756. https://doi.org/10.3390/su17020756
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Review, 18, e1230. https://doi.org/10.1002/cl2.1230
Haddaway, N.R., Collins, A.M., Coughlin, D., & Kirk, S. (2015).The role of google scholar in evidence reviews and its applicability to grey literature searching. PLoS ONE, 10, e0138237. https://doi.org/10.1371/journal.pone.0138237
Harmon, J., Brown, A., Birbeck, D., Crockett, J., Panadgoo, S., Nawas, A., Stringer, A., & Costabile, M. (2024). Interdisciplinary reflection by higher education academics using teaching squares: A scoping review. Nurse Education Today, 142, Article 106353. https://doi.org/10.1016/j.nedt.2024.106353
Heintalu, K., Saks, K., Edisherashvili, N., & Dekker, I. (2025). The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review. Educational Research Review, 48, Article 100709. https://doi.org/10.1016/j.edurev.2025.100709
Henry, J., Li, F., & Arnab, S. (2024). On the pre-perception of gamification and game-based learning in higher education students: A systematic mapping study. Simulation & Gaming, 55(6), 985–1010. https://doi.org/10.1177/10468781241271082
Hidayat, R., Qi, T. Y., Ariffin, P. N. B. T., Hadzri, M. H. B. M., Chin, L. M., Ning, J. L. X., & Nasir, N. (2024). Online game-based learning in mathematics education among Generation Z: A systematic review. International Electronic Journal of Mathematics Education, 19(1), Article em0763. http://doi.org/10.29333/iejme/14024
Higgins, J. P., & Green, S. (2011). Cochrane handbook for systematic reviews of interventions (version 5.1.0 ed.). The Cochrane Collaboration. https://handbook.cochrane.org.
Ishmuradova, I. I., Chistyakov, A. A., Chudnovskiy, A. D., Grib, E. V., Kondrashev, S. V., & Zhdanov, S. P. (2024). A cross-database bibliometrics analysis of blended learning in higher education: Trends and capabilities. Contemporary Educational Technology, 16(2), Article ep508. https://doi.org/10.30935/cedtech/14478
Isiaku, L., Muhammad, A. S., Kefas, H. I., & Ukaegbu, F. C. (2024). Enhancing technological sustainability in academia: Leveraging ChatGPT for teaching, learning and evaluation. Quality Education for All, 1(1), 385–416. https://doi.org/10.1108/QEA-07-2024-0055
Jain, I., & Gulati, R. (2025). Efficiency in higher education: A review of research from 1977 to 2022. Higher Education Quarterly, 79 (1), Article e70010. https//:doi.org10.1111/hequ.70010
Jiaxin, G. Huijuan, Z., & Md Hassan, H. (2024). Global competence in higher education: A ten-year systematic literature review. Frontiers in Education, 9, Article 1404782. http://doi.org/10.3389/feduc.2024.1404782
Joshi, M. A. (2014). Bibliometric indicators for evaluating the quality of scientific publications. Journal of Contemporary Dental Practice, 15(2), 258–262. https://doi.org/10.5005/jp-journals-10024-1525
Junaštíková, J. (2024). Self-regulation of learning in the context of modern technology: A review of empirical studies. Interactive Technology and Smart Education, 21(2), 270–291. https://doi.org/10.1108/ITSE-02-2023-0030
Kalim, U., Kanwar, A., Sha, J., & Huang, R. (2025). Barriers to AI adoption for women in higher education: A systematic review of the Asian context. Smart Learning Environments, 12(38), 1–21. https://doi.org/10.1186/s40561-025-00390-5
Kalocsányiová, E., Bilici, N., Jenkins, R., Obojska, M., & Samuk Carignani, Ş. (2024). What works to facilitate displaced and refugee-background students’ access and participation in European higher education: Results from a multilingual systematic review. Educational Review, 76(6), 1722–1743. https://doi.org/10.1080/00131911.2022.2085670
Karimi, H., & Khawaja, S. (2025). Exploring digital competence among higher education teachers: A systematic review. International Journal of Learning, Teaching and Educational Research, 24(1), 298–314. https://doi.org/10.26803/ijlter.24.1.15
Kaymakcioglu, A. G., & Thomas, M. (2024). Gender inequalities and academic leadership in Nigeria, South Africa and the United Kingdom: A systematic literature review (2013–2023). Social Sciences & Humanities Open, 10, Article 101066. https://doi.org/10.1016/j.ssaho.2024.101066
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele. http://www.inf.ufsc.br/~aldo.vw/kitchenham.pdf
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. https://docs.edtechhub.org/lib/EDAG684W.
Klimova, B., & Chen, J. H. (2024). The impact of AI on enhancing students’ intercultural communication competence at the university level: A review study. Language Teaching Research Quarterly, 43, 102–120. https://doi.org/10.32038/ltrq.2024.43.06
Knobloch, K., Yoon, U., & Vogt, P. (2011). Preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement and publication bias. Journal of Cranio-Maxillofacial Surgery, 39(2), 91–92. https://doi.org/10.1016/j.jcms.2010.11.001
Kovári, A. (2025). A systematic review of AI-powered collaborative learning in higher education: Trends and outcomes from the last decade. Social Sciences & Humanities Open, 11, Article 101335. https://doi.org/10.1016/j.ssaho.2025.101335
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16(3), 1023-1042. https://doi.org/10.1007/s11365-020-00635-4
Kumar, K., & Pande, B.P. (2021). Rise of online teaching and tearning processes during COVID-19 Pandemic. In P.K. Praveen Kumar Khosla, M.D. Mittal, Sharma, & L.M Goyal, Predictive and Preventive Measures for Covid-19 Pandemic Singapore (pp. 251-271). Springer Nature. http://doi.org/10.1007/978-981-33-4236-1_14
Landa, A. H., Szabo, I., Le Brun, L., Owen, I., Fletcher, G., & Hill, M. (2011). An evidence-based approach to scoping reviews. Electronic Journal of Information Systems Evaluation, 14, 46–52.
Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, 69. https://doi.org/10.1186/1748-5908-5-69
Liang, T., Singh, C. K. S., Mulyadi, D., & Singh, T. S. M. (2025). Enhancing EFL writing through online peer feedback: A systematic review of higher education studies. Journal of Curriculum and Teaching, 14(1), 184–201. https://doi.org/10.5430/jct.v14n1p184
Lim, T. L., & Lee, A. S. H. (2024). A systematic literature review of the benefits of utilizing pervasive tools in higher education. Journal of Educators Online, 21(1). http://doi.org/10.9743/jeo.2024.21.2.19
Liu, Y., Alias, B. S., & Hamid, A. H. A. (2025). Student entrepreneurship competence and its contribution to sustainable development: A systematic review in the context of Chinese higher education. Sustainability, 17(7), 3148. https://doi.org/10.3390/su17073148
López-Chila, R., Llerena-Izquierdo, J., Sumba-Nacipucha, N., & Cueva-Estrada, J. (2024). Artificial intelligence in higher education: An analysis of existing bibliometrics. Education Sciences, 14(1), Article 47. https://doi.org/10.3390/educsci14010047
López-Núñez, J.-A., Alonso-García, S., Bernal-Ortiz, B., & Victoria-Maldonado, J.-J. (2024). A systematic review of digital competence evaluation in higher education. Education Sciences, 14(11), Article 1181. https://doi.org/10.3390/educsci14111181
Lund, K., Jeong, H., Grauwin, S., & Jensen, P. (2020). Research in education draws widely from the Social Sciences and Humanities. Frontiers in Education, 5, Article 544194. https://doi.org/10.3389/feduc.2020.544194
Luo, R.-Z., & Zhou, Y.-L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005–3029. https://doi.org/10.1111/jcal.13052
Ma, T. (2025). Systematically visualizing ChatGPT used in higher education: Publication trend, disciplinary domains, research themes, adoption and acceptance. Computers and Education: Artificial Intelligence, 8, Article 100336. https://doi.org/10.1016/j.caeai.2024.100336
Mahrishi, M., Ramakrishna, S., Hosseini, S., & Abbas, A. (2025). A systematic literature review of the global trends of outcome-based education (OBE) in higher education with an SDG perspective related to engineering education. Discover Sustainability, 6, 620. https://doi.org/10.1007/s43621-025-01496-z
Marano, E., Newton, P. M., Birch, Z., Croombs, M., Gilbert, C., & Draper, M. J. (2024). What is the student experience of remote proctoring? A pragmatic scoping review. Higher Education Quarterly, 78, 1031–1047. https://doi.org/10.1111/hequ.12506
Maré, S., & Mutezo, A. T. (2025). The community of inquiry, shared metacognition, and student engagement in online learning: A systematic review. Interactive Learning Environments. https://doi.org/10.1080/10494820.2025.2479164
Marques, R. M. G., Lopes, A., & Magalhães, A. M. (2024). Academic identities and higher education change: Reviewing the evidence. Educational Research, 66(2), 228–244. https://doi.org/10.1080/00131881.2024.2334760
Marshall, I. J., & Wallace, B. C. (2019). Toward systematic review automation: A practical guide to using machine learning tools in research synthesis. Systematic Reviews, 8(1), 163. https://doi.org/10.1186/s13643-019-1074-9
Masalimova, A. R., Orekhovskaya, N. A., Pivovarov, V. A., Borovikova, Y. V., Zhirkova, G. P., & Chauzova, V. A. (2024). Analyzing trends in online learning in higher education in the BRICS countries through bibliometric data. Frontiers in Education, 9, Article 1409013. https://doi.org/10.3389/feduc.2024.1409013
Mashingaidze, K., & Mayayise, T. O. (2025). Redefining relevance in information systems curriculum: Insights for IS educators from a systematic literature review. Cogent Education, 12(1), Article 2476291. https://doi.org/10.1080/2331186X.2025.2476291
Mireku, D. O., & Bervell, B. (2024). A decade of quality assurance in higher education (QAIHE) within sub-Saharan Africa: A literature review based on a systematic search approach. Higher Education, 87(5), 1271–1316. https://doi.org/10.1007/s10734-023-01064-2
Mireku, D. O., Bervell, B., & Dzamesi, P. D. (2024b). Examination malpractice behaviours in Higher Education (EMALBiFE) in sub-Saharan Africa: A systematic review. International Journal of Educational Development, 108, Article 103064. https://doi.org/10.1016/j.ijedudev.2024.103064
Mireku, D. O., Dzamesi, P. D., & Bervell, B. (2024a). Plagiarism in higher education (PLAGiHE) within sub-Saharan Africa: A systematic review of a decade (2012–2022) literature. Research Ethics, 20(2), 156–186. https://doi.org/10.1177/17470161231189646
Mohammed, F. S., & Ozdamil, F. (2024). A systematic literature review of soft skills in information technology education. Behavioral Sciences, 14(10), Article 894. https://doi.org/10.3390/bs14100894
Moher, D., Liberati, A., Tetzlaff, J., Altlan, D.G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-analyses: The PRISMA Statement. PLoS Med, 6, e1000097. https://doi.org/10.1371/journal.pmed.1000097
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & Grupo Prisma. (2014). Ítems de referencia Para publicar revisiones sistematicas y metaanalisis: La declaracion PRISMA [Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement]. Revista Española de Nutricion Humana y Dietetica, 18(3), 172-181.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Japanese Pharmacology and Therapeutics, 1(4), 1–9.
Moreno, B., Muñoz, M., & Cuellar, J. (2018). Systematic Reviews: Definition and basic notions (Spanish). Revista Clínica de Periodoncia, Implantología y Rehabilitación Oral, 11(3), 184–186. https://doi.org/10.4067/s0719-01072018000300184
Munn, Z., Peters, M.D.J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1),143. https://doi.org/10. 1186/s12874- 018- 0611-x.
Mursalzade, G., Escriche-Martínez, S., Valdivia-Salas, S., Jiménez, T. I., & López-Crespo, G. (2025). Factors associated with psychological flexibility in higher education students: A systematic review. Sustainability, 17(12), Article 5557. https://doi.org/10.3390/su17125557
Nalweyiso, D. I., Mbabazi, J., Saltikov, J. B., Kabanda, J., Breckon, J., Nnyanzi, L. A., Kawooya, M. G., Mubuuke, A. G., Kinengyere, A.A., & Sanderson, K. (2025). The current educational interventions for teaching and learning evidence-based practice knowledge, skills, attitudes, and behaviours: A systematic review among undergraduate healthcare students in developing countries. Cogent Education, 12(1), 2460254. https://doi.org/10.1080/2331186X.2025.2460254
Ncube, M. M., & Ngulube, P. (2024). A systematic review of postgraduate programmes concerning ethical imperatives of data privacy in sustainable educational data analytics. Sustainability, 16(15), 6377. https://doi.org/10.3390/su16156377
Ndibalema, P. (2025). Digital literacy gaps in promoting 21st century skills among students in higher education institutions in Sub-Saharan Africa: A systematic review. Cogent Education, 12(1), 2452085. https://doi.org/10.1080/2331186X.2025.2452085
Newman, M. & Gough, D. (2020). Systematic reviews in educational research methodology, perspectives, and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic reviews in educational research methodology, perspectives, and application (pp. 3-22). Springer.
Nieminen, J. H., Morina, A., & Biagiotti, G. (2024). Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education. Educational Research Review, 42, Article 100582. https://doi.org/10.1016/j.edurev.2023.100582
Noblit, G. W. (2019). Meta-ethnography in education. Oxford University Press.
Noblit, G. W., & Hare, R. D. (1988). Meta ethnography: Synthesizing qualitative studies. Sage. https://doi.org/10.4135/9781412985000
Novak, J.D. (1990). Concept mapping: a useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.
Ogunleye, B., Zakariyyah, K. I., Ajao, O., Olayinka, O., & Sharma, H. (2024). A systematic review of generative AI for teaching and learning practice. Education Sciences, 14(6), Article 636. https://doi.org/10.3390/educsci14060636
Okoli, C. (2015). A guide to conducting a standalone systematic literature review. Communications of the Association for Information Systems, 37(1), 879–910. https://doi.org/10.17705/1CAIS.03743
Olivares-De la fuente, P., Jiménez-García, E., & García-López, Ó. (2025). Twitter and YouTube as digital tools in higher education: A systematic review. Frontiers in Education, 10, Article 1625803. https://doi.org/10.3389/feduc.2025.1625803
Ortega-Ruipérez, B., & Correa-Gorospe, J. M. (2024). Peer assessment to promote self-regulated learning with technology in higher education: Systematic review for improving course design. Frontiers in Education, 9, Article 1376505. https://doi.org/10.3389/feduc.2024.1376505
Oulamine, A., Chakra, R., Ziky, R., Bahida, H., El Gareh, F., Oubihi, I., & Massiki, A. (2025). A systematic literature review of barriers affecting e-learning in higher education. Educational Process: International Journal, 17, Article e2025396. https://doi.org/10.22521/edupij.2025.17.396
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Revista Española de Cardiología, 74, 790–799. https://doi.org/10.1016/j.recesp.2021.06.016
Page, M. J., Shamseer, L., Altman, D. G., Tetzlaff, J., Sampson, M., Tricco, A. C., Catalá-López,F. Li, L., Reid, E. K., Sarkis-Onofre, R., & Moher, D. (2016). Epidemiology and reporting characteristics of systematic reviews of biomedical research: A cross-sectional study. PLOS Medicine, 13(5), ei1002028. https://doi.org/10.1371/journal.pmed.1002028
Pallaris, G., Zaphiris, P., & Parmaxi, A. (2024). Mapping the landscape of Makerspaces in higher education: An inventory of research findings. Interactive Technology and Smart Education, 21(1), 1–20. https://doi.org/10.1108/ITSE-01-2022-0013
Pandey, S., Sahoo, S., & Mishra, S. (2025). Mapping of research on higher education in India: A bibliometric review. India Higher Education Report 2023: Higher Education Research (pp. 171-185). Taylor and Francis. https://doi.org/10.4324/9781041025870-14
Papaioannou, D., Sutton, A., & Booth, A. (2016). Systematic approaches to a successful literature review. SAGE Publications Ltd.
Parambil, M. M. A., Rustamov, J., Ahmed, S. G., Rustamov, Z., Awad, A. I., Zaki, N., & Alnajjar, F. (2024). Integrating AI-based and conventional cybersecurity measures into online higher education settings: Challenges, opportunities, and prospects. Computers and Education: Artificial Intelligence, 7, Article 100327. https://doi.org/10.1016/j.caeai.2024.100327
Paredes-Canencio, K. N., Lasso, A., Castrillon, R., Vidal-Medina, J. R., & Quispe, E. C. (2024). Carbon footprint of higher education institutions. Environment, Development and Sustainability, 26, 30239–30272. https://doi.org/10.1007/s10668-024-04596-4
Pelaez-Sanchez, I. C., Glasserman-Morales, L. D., & Rocha-Feregrino, G. (2024b). Exploring digital competencies in higher education: Design and validation of instruments for the era of Industry 5.0. Frontiers in Education, 9, Article 1415800. https://doi.org/10.3389/feduc.2024.1415800
Peláez-Sánchez, I. C., Velarde-Camaqui, D., & Glasserman-Morales, L. D. (2024a). The impact of large language models on higher education: Exploring the connection between AI and Education 4.0. Frontiers in Education, 9, Article 1392091. https://doi.org/10.3389/feduc.2024.1392091
Pereta, K. (2024). Higher education in contemporary Sri Lanka: Key topics. In Routledge Handbook of Contemporary Sri Lanka (p. 207-218). Routledge. http://doi.org/10.4324/9781003300991-20
Peters, M. D. J., Godfrey, C., McInerney, P., Munn, Z., Tricco, A. C., & Khalil, H. (2020a). Chapter 11: Scoping reviews (2020 version). In E. Aromataris & Z. Munn (Eds.), JBI manual for evidence synthesis. JBI.
Peters, M.D.J., Marnie, C., Tricco, A.C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C.M., & Khalil, H. (2020b). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–26. https://doi.org/10.11124/jbies-20-00167
Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M. (2008). Systematic mapping studies in software engineering. In Proceedings of the 12th international conference on evaluation and assessment in software engineering (pp. 68–77). ACM.
Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1–18. https://doi.org/10.1016/j.infsof.2015.03.007
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Pollock, D., Tricco, A.C., Peters, M.D.J., Mclnerney, P.A., Khalil, H., Godfrey, C.M., Alexander, L.A., & Munn, Z. (2022). Methodological quality, guidance, and tools in scoping reviews: A scoping review protocol. JBI Evidence Synthesis, 20(4), 1098–1105. https://doi.org/10.11124/jbies-20-00570
Popay, J., Roberts, H., Sowden, A.,Petticrew, M., Arai, L., Rodgers, M., Britten, N., Roen, K., & Duffy, S. (2006). Guidance on the conduct of narrative synthesis in systematic reviews, A product from the ESRC methods programme Version, Vol.1 No.1, p.b92.
Punch, R., Duncan, J., & Talbot-Stokes, R. (2025). Experiences and challenges of students with disability in Australian universities: A scoping review. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2526009
Pussegoda, K., Turner, L., Garritty, C., Mayhew, A., Skidmore, B., Stevens, A., Boutron, I., Sarkis-Onofre, R., Bjerre, L. M., Hrobjartsson, A., Altman, D. G., & Moher, D. (2017). Identifying approaches for assessing methodological and reporting quality of systematic reviews: A descriptive study. Systematic Reviews, 6(1), 117. https://doi.org/10.1186/s13643-017-0507-6
Rahajeng, U. W., Hendriani, W., & Paramita, P. P. (2024). Navigating higher education challenges: A review of strategies among students with disabilities in Indonesia. Disabilities, 4(3), 678–695. https://doi.org/10.3390/disabilities4030042
Raitskaya, L., & Tikhonova, E. (2024). Appliances of generative AI-powered language tools in academic writing: A scoping review. Journal of Language and Education, 10(4), 5–30. https://doi.org/10.17323/jle.2024.24181
Raitskaya, L., & Tikhonova, E. (2025). Enhancing critical thinking skills in ChatGPT-human interaction: A scoping review. Journal of Language and Education, 11(2), 5–19. https://doi.org/10.17323/jle.2025.27387
Renfors, S.-M. (2024). Education for the circular economy in higher education: An overview of the current state. International Journal of Sustainability in Higher Education, 25(9), 111–127. https://doi.org/10.1108/IJSHE-07-2023-0270
Rosales-Ricardo, Y., & Cáceres-Manzano, V. (2024). Effects of physical exercise on academic performance in university students: A systematic review. Health Professions Education, 10(3), 174–184. https://doi.org/10.55890/2452-3011.1174
Rosário, A. T., & Raimundo, R. (2024). Sustainable entrepreneurship education: A systematic bibliometric literature review. Sustainability, 16(2), 784. https://doi.org/10.3390/su16020784
Roy, R., Rao, G. A., Pal, D., Anuradha, S., & Mukherjee, S. (2025). Metaverse-based education for sustainable development and improving the performance: Discussing the future research agenda. Sustainable Futures, 10, Article 101091. https://doi.org/10.1016/j.sfrr.2025.101091
Saez-Zevallos, N. S., & Montalvo-Apolin, D. E. (2025). Strategies for learning English in higher education: A systematic mapping. Frontiers in Education, 10, Article 1570602. https://doi.org/10.3389/feduc.2025.1570602
Sahar, R., & Munawaroh, M. (2025). Artificial intelligence in higher education with bibliometric and content analysis for future research agenda. Discover Sustainability, 6(401), 1–32. https://doi.org/10.1007/s43621-025-01086-z
Sánchez-Meca, J. (2022). Systematic reviews and meta-analyses in Education: A tutorial. RiiTE Revista Interuniversitaria de Investigación En Tecnología Educativa, 5–40. https://doi.org/10.6018/riite.545451
Sarkis, R., Catalá, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10, 117. https://doi.org/10.1186/s13643-021-01671-z
Schei, O. M., Møgelvang, A., & Ludvigsen, K. (2024). Perceptions and use of AI Chatbots among students in higher education: A Scoping review of empirical studies. Education Sciences, 14(8), Article 922. https://doi.org/10.3390/educsci14080922
Schwarzer, G., Carpenter, J. R., & Rücker, G. (2015). Meta-analysis with R. Springer. https://doi.org/10.1007/978-3-319-21416-0
Selçuk, A.A. (2019). A guide for systematic reviews: PRISMA. Turkish Archives of Otorhinolaryngology, 57(1), 57–58. https://doi.org/10.5152/tao.2019.4058
Sergeeva, O. V., Zvereva, E. V., Kosheleva, Y. P., Zheltukhina, M. R., Prokopyev, A. I., & Dobrokhotov, D. A. (2024). A comprehensive bibliometric review of gamified learning in higher education. Contemporary Educational Technology, 16(3), Article ep514. https://doi.org/10.30935/cedtech/14708
Serrano, S. S., Navarro, I. P., & González, M. D. (2022). ¿ Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA?: Usos y estrategias fundamentales para su aplicación en el ámbito educativo a través de un caso práctico [How to conduct a systematic review following the PRISMA Protocol?: Fundamental uses and strategies for its application in the educational field through a practical case]. Bordón. Revista de Pedagogía, 74(3), 51-66. https://doi.org/10.13042/Bordon.2022.95090
Setiamurti, A., & Kurniawati, F. (2024). Fostering creativity in higher education institution: A systematic review (2018–2022). Open Education Studies, 6, Article 20220221. https://doi.org/10.1515/edu-2022-0221
Shahjahan, R. A., & Seinn, A. P. (2025). Towards ‘decolonizing’ engineering education: An integrative review. Cogent Education, 12(1), 2541075. https://doi.org/10.1080/2331186X.2025.2541075
Singun, A., Jr. (2025). Unveiling the barriers to digital transformation in higher education institutions: A systematic literature review. Discover Education, 4(1), Article 37. https://doi.org/10.1007/s44217-025-00430-9
Sohrabi, C., Franchi, T., Mathew, G., Kerwan, A., Nicola, M., Griffin, M., Agha, M., & Agha, R. (2021). PRISMA 2020 statement: What’s new and the importance of reporting guidelines. International Journal of Surgery, 88, 105918. https://doi.org/10.1016/j.ijsu.2021.105918
Solís García, P., Real Castelao, S., & Barreiro-Collazo, A. (2024). Trends and challenges in the mental health of university students with disabilities: A systematic review. Behavioral Sciences, 14(2), Article 111. https://doi.org/10.3390/bs14020111
Solis-García, P., Barreiro-Collazo, A., Rodríguez-Correa, M., Delgado-Rico, E., & Real-Castelao, S. (2025). Inclusion of students with disabilities in the European Higher Education Area (EHEA): A systematic review. Cogent Education, 12(1), Article 2430880. https://doi.org/10.1080/2331186X.2024.2430880
Stamou, P., Tsoli, K., & Babalis, T. (2024). The role of counseling for non-traditional students in formal higher education: A scoping review. Frontiers in Education, 9, Article 1361410. https://doi.org/10.3389/feduc.2024.1361410
Stansfield, C., Dickson, K., & Bangpan, M. (2016). Exploring issues in the conduct of website searching and other online sources for systematic reviews: How can we be systematic? Systematic Reviews, 5, Article 191. https://doi.org/10.1186/s13643-016-0371-9
Subki. (2025). A review of green campus management sustainability with a bibliometric approach. International Journal of
Sustainable Development and Planning, 20(6), 2717–2729. https://doi.org/10.18280/ijsdp.200638
Sukjairungwattana, P., Hu, H., Liu, R., & Huang, J. (2025). From local to global: systematically reviewing higher education internationalization in Asia. Frontiers in Education, 9, Article 1473820. http://doi.org/10.3389/feduc.2024.1473820
Tang, X., Rousse-Malpat, A., & Duarte, J. (2024). Implementing translanguaging strategies in the English writing classroom in higher education: A systematic review. AILA Review. http://doi.org/10.1075/aila.23018.tan
Tang, M., Maat, S. M., & Azman, N. (2025). Languages and the internationalization of higher education in China: A review from a sociolinguistic perspective. Forum for Linguistic Studies, 7(5), 98–113. https://doi.org/10.30564/fls.v7i5.9309
Tareke, T. G., Oo, T. Z., & Jozsa, K. (2025). Bridging theoretical gaps to improve students’ academic success in higher education in the digital era: A systematic literature review. International Journal of Educational Research Open, 9, Article 100510. https://doi.org/10.1016/j.ijeoro.2025.100510
Tareke, T. G., Woreta, G. T., Zewude, G. T., Amukune, S., Oo, T. Z., & Józsa, K. (2024). Overview of Ethiopian public higher education: Trends, system, challenges, and quality issues. Education Sciences, 14(10), Article 1065. https://doi.org/10.3390/educsci14101065
Templier, M., & Paré, G. A. (2015). Framework for Guiding and Evaluating Literature Reviews. Communications of the Association for Information Systems, 37. https://doi.org/10.17705/1CAIS.03706
Teng, Y., & Cosier, M. E. (2024). Influences of cultural capital and internationalization on global competence in higher education: A systematic literature review. Frontiers in Education, 9, Article 1397642. https://doi.org/10.3389/feduc.2024.1397642
Thiedig, C., & Wegner, A. (2024). Evidence use in higher education decision-making and policy: A scoping review of empirical studies from 2010 to 2022. London Review of Education, 22(1), 36. https://doi.org/10.14324/LRE.22.1.36
Tikhonova, E., & Raitskaya, L. (2024). The culture of research: A systematic scoping review. Journal of Language and Education, 10(1), 5-24. https://doi.org/10.17323/jle.2024.21526
Tillmanns, T., Salomão Filho, A., Rudra, S., Weber, P., Dawitz, J., Wiersma, E., Dudenaite, D., & Reynolds, S. (2025). Mapping tomorrow’s teaching and learning spaces: A systematic review on GenAI in higher education. Trends in Higher Education, 4(1), Article 2. https://doi.org/10.3390/higheredu4010002
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed Management knowledge by means of systematic review. British Journal of Management, 14, 207–222. http://doi.org/10.1111/1467-8551.00375
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Straus, S.E. (2018). PRISMA extension for scoping reviews (PRISMA- ScR): Checklist and explanation. Annals of Internal Medicine , 169(7), 467–473. https://doi.org/10.7326/M18-0850
Trujillo-Juárez, S.-I., Chaparro-Sánchez, R., Morita-Alexander, A., Escudero-Nahón, A., & Delgado-González, A. (2025). Strengthening teacher digital competence in higher education through micro-courses: A systematic literature review. Discover Education, 4(1), 247. https://doi.org/10.1007/s44217-025-00687-0
Turnbull, D., Chugh, R., & Luck, J. (2022). Systematic narrative hybrid literature review: A strategy for integrating a concise methodology into a manuscript. Social Sciences & Humanities Open, 7(1), 1–4. https://doi.org/10.1016/j.ssaho.2022.100381
Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: Una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis [PRISMA declaration: A proposal to improve the publication of systematic reviews and meta-analyses]. Medicina Clinica, 135, 507–511. https://doi.org/10.1016/j.medcli.2010.01.015
Valencia Quecano, L. I., Guzmán Rincón, A., & Barragán Moreno, S. (2024). Dropout in postgraduate programs: A underexplored phenomenon – A scoping review. Cogent Education, 11(1), Article 2326705. https://doi.org/10.1080/2331186X.2024.2326705
van der Wee, M. L. E., Tassone, V. C., Wals, A. E. J., & Troxler, P. (2024). Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review. International Journal of Sustainability in Higher Education, 25(9), 255–277. https://doi.org/10.1108/IJSHE-10-2023-0465
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Veres, C., Tänase, M., Bacos, I. B., & Kardos, M. (2025). Sustainable universities: A bibliometric and thematic analysis in higher education. Sustainability, 17(5), 1817. https://doi.org/10.3390/su17051817
Vinueza-Morales, M., Rodas-Silva, J., Vidal-Silva, C., Cordova-Morán, J., & Cevallos-Ayón, E. (2025). Teaching programming in higher education: A bibliometric analysis of trends, technologies, and pedagogical approaches. Frontiers in Education, 10, Article 1525917. https://doi.org/10.3389/feduc.2025.1525917
Vuorjainen, A., Rikala, P., Heilala, V., Lehesvuori, S., Öz, S., Kettunen, L., & Hämäläinen, R. (2025). The six C’s of successful higher education-industry collaboration in engineering education: A systematic literature review. European Journal of Engineering Education, 50(1), 26–50. https://doi.org/10.1080/03043797.2024.2432440
Wang, D., & Ishak, Z. (2025). Unveiling the implementation of social-emotional learning among college students: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 24(5), 376–399. https://doi.org/10.26803/ijlter.24.5.20
Wang, Q., & Abdullah, A. H. (2024). Enhancing students’ critical thinking through mathematics in higher education: A systemic review. SAGE Open. Advance online publication. https://doi.org/10.1177/21582440241245678
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.
Wong, G., Greenhalgh, T., Westhorp, G., Buckingham, J. & Pawson, R. (2013). RAMESESpublication standards: Realist syntheses. BMC Medicine, 11, 1, 2-14. http://doi.org/10.1186/1741-7015-11-21.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
You, C., Awang, S. R., & Wu, Y. (2024). Bibliometric analysis of global research trends on higher education leadership development using Scopus database from 2013–2023. Discover Sustainability, 5(1), Article 246. https://doi.org/10.1007/s43621-024-00432-x
Zhao, D., & Selvaratnam, D. P. (2024). A systematic literature review on the reform of vocational education in China. Cogent Education, 11(1), Article 2343525. https://doi.org/10.1080/2331186X.2024.2343525
Copyright (c) 2025 National Research University Higher School of Economics
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the Copyright Notice.
