Educational Technology Course Design in Pre-Service Teachers Education: A Bibliometric Review of the Research Landscape

Abstract

The integration of Educational Technology (EdTech) courses within pre-service teacher education programs is crucial for equipping future educators with the competencies to leverage technology in their teaching practices effectively. This study employs a bibliometric analysis to map the research landscape of EdTech course design for pre-service teachers. From Scopus database covering the period from 2020 to 2025, a total of 920 relevant publications were identified and analysed by using tools such as biblioMagika® and VOSviewer. The findings reveal a significant increase in research output in this field, and Germany, Spain, Turkey, the United States, and Australia have been the leading contributors. Three dominant thematic clusters emerged from the co-occurrence analysis, teacher education core, technology integration in learning environments, and institutional contexts and design frameworks. Based on 110 analysed publications, these clusters reflect the field’s shift from technical skill training to holistic pedagogical reasoning. The study also identifies challenges, including the theory-practice gap, equity and access issues, and the rapid evolution of technologies such as AI and immersive platforms. It calls for a balanced approach to EdTech course design, which prioritises pedagogical adaptability, addresses equity gaps, and embeds ethical frameworks for emerging technologies. Findings advocate for educational technology courses with strong teaching adaptability and a focus on fairness to enhance the capabilities of future educators.