Educational Resilience Through the Armed Conflicts: A Bibliometric Analysis

Abstract

This article conducts a bibliometric analysis to examine the scholarly discourse on educational resilience in the context of armed conflicts. It has explored how educational systems adapt, persist, and recover in adversity. The Biblioshiny App, the R programme Bibliometrix, the VOSviewer 1.6.16, and the Scopus tools were utilised. The analysis spans publications from 2000 to 2024, focusing on keywords such as “educational resilience”, “education recovery”, “armed conflicts”, “war”, “violence”, and “military conflicts”. The scope of the analysis was restricted to conference proceedings, books, and articles; other kinds of publications were not included. Given the wide range of geographic origins implied by the emphasis on emerging and frontier markets, no language limits were placed. There were no limitations on the research’s scope because the subject is transdisciplinary. 2,797 papers were chosen for analysis from the Scopus database based on these criteria. The study highlights the evolution of research themes, noting significant growth in publication activity post-2014 and topic changing post-2017, with notable contributions from researchers in conflict-affected regions. An analysis of the dynamics of public interest in the topic of educational recovery, conducted with the help of Google Trends, showed that the peak of interest fell in January 2022 (educational rehabilitation after the pandemic). More than 70% of the papers fall into the top three subject areas ‒ Social Sciences, Medicine, and Arts and Humanities ‒ which confirms the interdisciplinary nature of research on educational resilience in crisis situations. Most scientists on this topic are affiliated with the United States, the United Kingdom, India, China, and Australia. The United States and the United Kingdom have the longest histories of collaborative publications. The co-authorship analysis revealed that the most powerful regional cooperation network is formed by Australia, China, Hong Kong, India, Japan, New Zealand, the Philippines, Singapore, South Korea, Taiwan, Thailand, and Vietnam. The clustering of studies by keywords showed that the most powerful is a cluster of studies devoted to the impact of conflict on educational systems, resilience and recovery strategies, and political implications for education in emergencies.