Intelligence artificielle et formation universitaire : analyse bibliométrique des tendances et perspectives de recherche

Elassaad Elharbaoui; Jean Gabin Ntebutse

doi:10.21432/cjlt28788

Authors

Elassaad Elharbaoui University of Carthage
Jean Gabin Ntebutse Université de Sherbrooke

DOI:

https://doi.org/10.21432/cjlt28788

Keywords:

artificial intelligence, bibliometric analysis, learning, research trends, university education

Abstract

This study examines the trends and developments in publications, as well as the dynamics of scientific collaboration among authors, countries, organizations, and recent sources related to the use of artificial intelligence (AI) in university education and learning. A bibliometric analysis of 285 articles published since 2014 until March 26, 2024, drawn from the Web of Science database, revealed a strong association between AI and themes such as education, student motivation, feedback, and self-control. China and the United States are the most influential countries in this research field, with increasing collaboration from other countries such as Brazil, Canada, Israel, Poland, Singapore, South Africa, and Vietnam since 2023. The earliest publications date back to 2022 in specialized journals such as International Journal of Educational Technology in Higher Education and Educational Technology & Society. Although the analysis has limitations, such as a limited understanding of trends, partial coverage of publications, and low representativeness of data, it provides valuable insights for future interdisciplinary collaboration projects and qualitative research aimed at better understanding the dynamics of AI integration in higher education.

Author Biographies

Elassaad Elharbaoui, University of Carthage

Elassaad Elharbaoui est enseignant chercheur à l’Institut supérieur des cadres de l’enfance, Université de Carthage, Tunisie. Courriel : elassaad.elharaoui@isce.ucar.tn ORCID : https://orcid.org/0000-0002-1946-3561

Jean Gabin Ntebutse, Université de Sherbrooke

Jean Gabin Ntebutse, Ph.D., is a full professor in the Department of Pedagogy at the Faculty of Education of the University of Sherbrooke. He is also currently the director of the Center for Studies and Research on Transitions and Learning (CÉRTA), a center that studies the learning pathways of socially vulnerable individuals throughout their lives from a social justice perspective.

His research interests include, among others, the development of digital competence, the sociocritical approach to digital technology in education, learning and development, paradigm shifts in education, and pedagogical innovations

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