Análisis bibliométrico sobre la innovación pedagógica y la inclusión educativa en la práctica docente
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La educación inclusiva se ha convertido en una de las problemáticas que se han consolidado como una prioridad en las políticas educativas a nivel global. Con relación a este estudio, se realiza un análisis bibliométrico de la producción científica sobre este tema entre 2019 y 2024, utilizando metadatos de la base de datos Scopus. Se analizan variables como palabras clave, autores, países, citas, publicaciones, instituciones y revistas, con el objetivo de identificar patrones de colaboración, tendencias temáticas y los actores más influyentes en el área. Los hallazgos evidencian un crecimiento sostenido en las publicaciones sobre educación inclusiva e innovación pedagógica, con una notable participación de países como España, Chile, Colombia y México, tanto en volumen de producción como en impacto. Además, se identifican los autores más relevantes, así como las líneas de investigación emergentes.
Inclusive education has become one of the issues that has established itself as a priority in education policies worldwide. In relation to this study, a bibliometric analysis of scientific output on this topic between 2019 and 2024 was carried out using metadata from the Scopus database. Variables such as keywords, authors, countries, citations, publications, institutions, and journals were analyzed to identify patterns of collaboration, thematic trends, and the most influential actors in the field. The findings show sustained growth in publications on inclusive education and pedagogical innovation, with notable participation from countries such as Spain, Chile, Colombia, and Mexico, both in terms of volume of production and impact. In addition, the most relevant authors and emerging lines of research are identified.
Inclusive education has become one of the issues that has established itself as a priority in education policies worldwide. In relation to this study, a bibliometric analysis of scientific output on this topic between 2019 and 2024 was carried out using metadata from the Scopus database. Variables such as keywords, authors, countries, citations, publications, institutions, and journals were analyzed to identify patterns of collaboration, thematic trends, and the most influential actors in the field. The findings show sustained growth in publications on inclusive education and pedagogical innovation, with notable participation from countries such as Spain, Chile, Colombia, and Mexico, both in terms of volume of production and impact. In addition, the most relevant authors and emerging lines of research are identified.
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inclusión, inclusión educativa, inclusión pedagógica, innovación, innovation, inclusion, pedagogical inclusion, educational inclusion
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Derechos de autor 2025 Chiquinquirá Rivera Quiñones, Juan Miguel Quintero Saldaña
https://creativecommons.org/licenses/by-nc-sa/4.0
https://creativecommons.org/licenses/by-nc-sa/4.0