Bibliometric analysis of publications on professional development in the Scopus database
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Abstract
The study aimed to explore the trends and patterns of published documents online on professional development analyzed via bibliometric analysis using the Scopus database. Specifically, this study explored the documents published by year, author, affiliation, country, document type, and visualized them using VOSviewer. The methodology employed Boolean search queries to obtain peer-reviewed articles, conference proceedings, books, and peer-reviewed papers while excluding non-English and non-scholarly sources. The extraction of metadata provides information about authorship, institutional affiliation, country of origin, and document type before analyzing the publication trends alongside the co-authorship networks and citation impact using h-index calculations, most-cited papers, keyword co-occurrence, thematic mapping, and bibliographic-coupling methods. Findings revealed that the publications on professional development increased considerably between 2022 and 2023 leading Aas, M. and Valachovic, R. W. to become the most influential authors while both the University of Johannesburg and the University of Minnesota Twin Cities produced the highest number of publications. The United States possesses the most dominant position in terms of document publication while social sciences represent 50.3% of the overall contributions alongside journal articles totalling 78.4% of all documents. Publication on professional development emerges as the central theme in the field as strong co-authorship relationships connect various researchers. The study concludes that publication on professional development research shifts toward interdisciplinary collaboration, policy influence, and evidence-based practices, emphasizing inclusive academic networks and evolving priorities. It is recommended that academic leaders promote combined disciplines, broader educational alliances, digital innovation, and fair resource distribution to utilize adaptive learning for educational progress, leadership development, and employee development programs.
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