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This is a dual-focused study that anticipates qualitatively and quantitatively examining the literature on the recently initiated revolutionizing concept of ChatGPT in education by performing a Systematic Literature Review (SLR) and bibliometric analysis. Current study analyzed eight research questions: (1) the main information and annual scientific publications on ChatGPT in education, (2) the pioneer authors and collaborative authors exploring ChatGPT in education, (3) the authors' productivity through Lotka’s Law of Authors’ Scientific Productivity, (4) the most pertinent sources on ChatGPT in education and how are sources clustered through Bradford’s Law of Scattering, (5) the most related, cited countries and the nature of international collaborations exploring ChatGPT in education, (6) the most relevant publications exploring ChatGPT in education, (7) the most occurring and trending keywords in the empirical studies on ChatGPT in education, and (8) the themes and areas for future investigations on ChatGPT in education.

The current study was designed as a SLR and bibliometric analysis, extracting articles from the Scopus database and utilizing both Biblioshiny and VOSviewer software for advanced scientific mapping and visualizations via quantitative and qualitative analysis approaches.

The results indicated that ChatGPT in education is a progressively evolving worldwide concept generating 45 scientific publications from 2023 to 2024 (May). The USA, China, and Indonesia are the most productive countries that have published articles on ChatGPT in education. The education systems, AI, students, educational computing, human experiments, teaching, educational status, chatbots, generative AI, academic integrity, educational technology, worldwide education, and technology acceptance are the pertinent future directions in the field of ChatGPT in education.

The analysis’s outcomes will enhance the area of study with theoretical and practical implications and benefit students, teachers, policymakers, regulators of educational and higher educational sectors, government, and the general public worldwide with effective utilization of ChatGPT in education.

The current study intended to conceptually and technically examine the literature on blended learning (BL) utilising a dual-focused approach with systematic literature review and bibliometric analysis. This study intends to address eight different research problem areas.: (1) the descriptive features of the retrieved empirical studies on BL, (2) the tendencies of the annual scientific production and the thematic evolution of BL, (3) the most relevant and high-impact sources in the field of BL, (4) how sources are clustering through Bradford’s Law of Scattering, (5) the most cited articles on BL, (6) the most relevant countries for BL, (7) the authors’ productivity through Lotka’s Law of Authors’ Scientific Productivity and (8) the trending research themes for future investigations in the field of BL.

The current study analysed 5,809 articles extracted from the Scopus database through the systematic literature review and bibliometric analysis mapping approaches. The two primary tools used in the analysis were VOSviewer and Biblioshiny.

The results suggest that BL is a subject discipline that is growing progressively, with a remarkable 8.3% yearly growth in scientific output from 2000 to 2023 (October). Online teaching, e-learning, flipped classrooms, distance education, interactive learning environments, asynchronous learning, curriculum, computer-assisted instructions and online learning are the trending themes in the discipline of BL based on the keyword co-occurrence analysis and trend topic analysis. Moreover, motivation, self-regulated learning, flipped learning, self-efficacy, collaborative learning, simulation and social media themes are suggested future directions for further investigations on BL, according to the thematic map of keywords analysis.

The present study offers an extensive literature evaluation, which advances the BL conversation. The outcomes of this research are important for students, educators, legislators, regulators in the field of education and higher education and the community worldwide.

This study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL.

The present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

The findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy.

This study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community.

This study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford’s Law of Scattering and Lotka’s Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR.

The present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

The findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum.

This study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.

Current study theoretically and technically analyzed the empirical literature on Graduate Employability Skills (GES) and aimed to investigate ten research questions: 1) the specific features of the retrieved empirical studies on GES, 2) the trends of empirical scientific production of GES, 3) the most relevant and high-impact sources in the field of GES, 4) clustering the sources through Bradford’s Law of Scattering, 5) the highly cited articles on GES, 6) the most relevant countries on GES, 7) the most pertinent and high-impact authors on GES, 8) authors' productivity through Lotka’s Law of authors’ Scientific Productivity, 9) the trending research avenues for future investigations on GES, and 10) identified research gaps relevant to the field of GES.

The Scopus database was used to extract data, and VOSviewer and Biblioshony tools were used for the study's bibliometric analysis and systematic literature evaluation.

The present study analyzed 864 sources containing 1816 articles from 4378 authors that address GES. Publications on GES were steadily increasing, with a notable upswing beginning in 2010 and reaching a record high of 232 articles in 2019. The UK, Australia, and Malaysia are the top three nations in terms of number of publications and cumulative citations. The thematic map of keywords revealed which themes future researchers need to investigate: work-integrated learning, entrepreneurship, industry 4.0, sustainability, management education, business education, project-based learning, education, curriculum development, learning, and graduate skills.

The present study provides theoretical, practical, and social implications for graduates, the higher education industry, policymakers, the economy, and society.