Mochamad Ridwan, Asmadi Ishak, Farruh Ahmedov, Rahmawati Al Adha Nikmah, Ainun Zulfikar Rizki
Rapid advancements in information technology have transformed physical education (PE), enabling digital platforms for innovative learning amid sociocultural shifts and COVID-19-driven online pivots, yet PE teachers face challenges like low digital confidence and competency gaps (pedagogical, personal, social, professional). This bibliometric study fills a research void by mapping Scopus trends (2019-2024) via VOSviewer (v1.6.19), addressing RQ1 (publication productivity), RQ2 (influential journals/authors/articles), H1 (2020-2021 peak then decline), and H2 (dominant "PE" and "educational technology" themes with digital literacy gaps); from 1,070 initial hits, 377 English documents were analyzed for co-authorship, citations, and keyword networks (7 clusters, min. 2 occurrences). Results confirm H1 with productivity surging from 25 (2019) to 115 articles (2021) before dropping to 20 (2024), highlight top influencers like Casey, A. (China, 4 docs), Varea et al. (2022; 68 citations on COVID-19 PE changes), and Sargent et al. (2020; 54 citations on flipped learning), plus keyword clusters ("physical education," "e-learning," "sports") revealing gaps in teacher literacy and geographic equity (China/US dominance), underscoring needs for targeted training, AI/VR integration, ASEAN studies, and policy frameworks to sustain post-pandemic gains. © 2026, Campus EDUCA SPORTIS S.L.. All rights reserved.
Universitas Negeri Surabaya, Surabaya, Indonesia; Universitas Pendidikan Sultan Idris, Perak, Malaysia; Samarkand State University, Samarkand, Uzbekistan
