Estudio bibliométrico sobre la Educación de Calidad

  1. Odiel Estrada Molina 1
  2. Rafael Repiso 2
  3. Ignacio Aguaded 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2024

Issue: 404

Pages: 139-168

Type: Article

DOI: 10.4438/1988-592X-RE-2024-404-622 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Meeting the 17 sustainable development goals (SDG) declared in the 2030 Agenda is vital for our survival. Its fulfillment is incomplete without achieving an education for sustainable development. Previous bibliometric studies partially analyze the scientific production related to Quality Education, which does not allow full knowledge of its bibliometric behavior. For this reason, the objectives of this study are to analyze the scientific production related to SDG 04 during the 2017-2021 period and verify its level of integration with the other SDGs. The Clarivate Analytics Incite tool was used to obtain the information and, to search for the documents and their metrics, the Web of Science Core Collection. 189,364 documents were identified from them, 141,372 were analyzed, distributed as follows: articles (135,476) and reviews (5,896). For the analysis and representation of the data, the VOSViewer tool was used, as well as Tornado and Sankey type diagrams. The results show that the terms with the highest cooccurrence were: COVID-19 (7,366), Mental health (5,903), Higher Education (5,659), Education (5,547), Gender (5,152), Sustainability (4,689), Food insecurity (4,394), Depression (3,444), and Health (3,338). The most influential sustainable development goals with Quality Education were 03 (Good Health and Wellbeing), 05 (Gender Equality) and 10 (Reduced Inequality). In relation to the countries with more than 1,000 published documents, the following stand out: the United States (46,937), the United Kingdom (14,611), Australia (11,659) and the People's Republic of China (10,307). The analysis of the scientific production justifies those efforts toward curricular sustainability and the integration of the sustainable development goals are still insufficient.

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