DIGITAL WELL-BEING IN EDUCATION: A THEORETICAL PERSPECTIVE IN BIBLIOMETRIC STUDY
DOI:
https://doi.org/10.35631/IJMOE.831025Keywords:
Bibliometric Analysis, Digital Well-Being, Job Demands-Resources Theory, Vosviewer, TechnostressAbstract
This paper aims to examine digital well-being issues among that are anchored by the Job Demands-Resources (JD-R) Theory. The JD-R Theory provides a significant framework for understanding job stress and motivation that comes from digital transformation. However, there are limited sources to discover the application of JD-R Theory in teacher digital well-being research. This study conducts a bibliometric analysis of 564 Scopus-indexed journal articles published between 2000 and 2026 to examine the intellectual structure, thematic evolution, and collaboration patterns in this field. Using Scopus Analyzer, OpenRefine, and VOSviewer, the study analyses publication trends, citation patterns, co-authorship networks, and keyword co-occurrences. The findings indicate a sharp increase in publications after 2019, reflecting the impact of large-scale digitalisation and the COVID-19 pandemic. China, the United States, and the United Kingdom emerged as the leading contributors, while technostress, digital overload, self-efficacy, and work engagement formed the dominant JD-R-related themes. The study concludes that digital well-being research in education has evolved into a theoretically grounded domain that views digital well-being not only as an individual outcome but also as an organisational and work-design issue essential for sustainable digital education reform.
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