FROM DIGITAL STRESS TO DIGITAL WELL-BEING: A BIBLIOMETRIC ANALYSIS (2020 -2025)
DOI:
https://doi.org/10.35631/IJEPC.1164038Keywords:
Bibliometric Analysis, Digital Education, Digital Well-Being, Teacher Well-Being, TechnostressAbstract
This study presents a bibliometric analysis of research on digital well-being, focusing on the transition from digital stress to digital well-being in educational contexts between 2020 and 2025. The purpose is to map publication trends, leading contributors, country participation, and dominant thematic structures shaping this rapidly evolving interdisciplinary domain. The keyword co-occurrence analysis reveals that technostress is the main conceptual hub in the structure of the literature, with a close relationship to digital well-being and teacher well-being. Bibliometric techniques were applied to Scopus-indexed journal articles using refined search strings related to technostress, digital stress, and digital well-being. After applying inclusion criteria for year, document type, and language, 2,003 articles were analyzed using VOSviewer for network visualization, clustering, and keyword co-occurrence mapping. Results show an increasingly sharp growth in annual publications. Overall, this study provides a current bibliometric picture and forms the basis for further research that examines how individual, professional and organizational factors interact in shaping digital well-being and professional outcomes in an increasingly digitalized educational environment.
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References
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