Sürdürülebilir Kalkınma Amaçları

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• EditoryalAçık Erişim2026Scopus SJRQ1/r/munzur/972
  Recirculating Foundational Problems: Four Decades of Educational Computing in the JECR Archive (1987–2024)

  Aslan, Alper; Akti Aslan, Seda; Turgut, Yiğit Emrah; Allison, Jordan; Özyurt, Özcan

  This editorial presents a structured synthesis of the thematic development of the Journal of Educational Computing Research (JECR) from 1987 to 2024, drawing on a computational analysis of 1,597 articles. Applying Latent Dirichlet Allocation (LDA), the analysis identifies thirteen thematic structures that reveal both the enduring commitments and the emerging orientations of the journal across nearly four decades. Themes such as problem-solving through programming and self-efficacy in programming education have constituted persistent research agendas since the journal’s earliest volumes, while computational thinking and game-based learning have gained substantial momentum since 2015. These patterns suggest that JECR’s intellectual identity is best understood not as a sequence of discrete topical shifts, but as a sustained process in which a bounded set of foundational problems is repeatedly re-articulated under changing technological and epistemic conditions. The editorial situates this trajectory in relation to contemporary developments in artificial intelligence and educational technology, arguing that the journal’s historical archive offers an indispensable conceptual framework for interpreting present-day transformations.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/munzur/888
  Thematic Evolution of Educational Technology Research: A Large-Scale Topic Modeling Perspective

  Aslan, Alper; Aktı Aslan, Seda; Turgut, Yiğit Emrah; Allison, Jordan; Özyurt, Özcan

  This study aims to reveal the thematic evolution of the educational technology field by analyzing 17,393 articles published between 2000 and 2024 in ten leading journals using the Latent Dirichlet Allocation (LDA) based topic modeling. Based on the analysis of title, abstract, and keywords, 20 themes were identified and grouped under seven broader meta-themes such as “Teacher Professional Competence and Technology Adoption”, “Digital and Disciplinary Literacy Development”, and “Immersive and Experiential Learning Technologies”. The model achieved its highest coherence at K = 20 (c_v = 0.4091), and the stability of the thematic structure was supported through additional runs with alternative hyperparameter configurations and expert validation. The findings show that there has been a significant increase in themes such as “Technology Integration”, “Teacher Roles in Online Learning Design”, and “Technology Acceptance and Self-Efficacy” in recent years. Temporal trend and growth analyses indicate that these themes will continue to shape the research landscape in the upcoming years. This holistic approach, which overcomes the contextual limitations of traditional bibliometric analysis, makes a significant contribution to the literature by mapping the last 25 years of scholarly accumulation in educational technology.

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  AtıfScopus2·OpenAlex2

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