Quantitative Insights from Research on Artificial Intelligence for Digitally Empowered Teachers: A Bibliometric Analysis

Abstract

To implement AI-enhanced pedagogy in Indian schools, educators must understand the importance of AI in education, stay updated on current research, know India’s position in this field, and identify what digitally empowered teachers need to become professionals in this area. Using bibliometric analysis, this study provides the insights needed to guide these educators. We can properly implement AI-enhanced pedagogy in schools only if digitally empowered teachers improve their awareness of artificial intelligence. As shapers of today’s students, their expertise is essential. In this study, the researchers conducted a Bibliometric analysis based on publications collected from the dimension database. The key term for the study was “artificial intelligence”. The researchers used a quantitative method, and the search strategy was limited to title and abstract only, the publication year was limited to 2014-2023, and the research f ield is limited to education to exclude research other than the field of education like robotics, machine learning, programming, etc. The research findings throw light on the need for international collaboration for digitally empowered teachers in India for their professional development in artificial intelligence. The recorded citation count of 443 for India suggests a discernible variance in global academic recognition when compared to the United States. This dissimilarity in citation metrics may signify disparities in research output, levels of international collaboration, or the overall impact of Indian research within the broader global academic community, thereby highlighting important considerations for further investigation and analysis. This investigation revealed quite a few interesting findings related to citation, co-citation, and bibliography.