Progress and prospect of digital transformation of higher education in China: Bibliometric and visualized analysis

Abstract

SDG4 calls for ensuring inclusive and equitable quality education while promoting lifelong learning opportunities for everyone. To achieve this, there’s a need to advance digital education to support personalized and lifelong learning by broadening access to high-quality educational resources. Higher education models are continually evolving to seize new opportunities that facilitate the deep integration of digital technology with education. Chinese government holds high expectations for digital education, aiming to foster comprehensive individual development and contribute to the United Nations 2030 SDGs. This paper clarifies the distinction between the concepts of digital transformation in higher education and visualized analyses of academic achievements in this area. By utilizing bibliometrics and knowledge graph technology, this paper examines the general trends, evolutionary features, and frontier topics related to digital transformation in Chinese higher education. The analysis is based on relevant literature sourced from the CNKI database, covering the period from 2000 to 2023. Furthermore, this paper combines with the CIPP model to propose a comprehensive theoretical framework and practical guidance for digital transformation in higher education, addressing the aspects of context, input, process, and progress.