<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bo Zhou</style></author><author><style face="normal" font="default" size="100%">Seong Pek Lim</style></author><author><style face="normal" font="default" size="100%">Nahdia Kabir</style></author><author><style face="normal" font="default" size="100%">Jin Tao</style></author><author><style face="normal" font="default" size="100%">Jiaying Yang</style></author><author><style face="normal" font="default" size="100%">Cong Wang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITAL TECHNOLOGIES IN VOCATIONAL EDUCATION: FROM TECHNOLOGY ADOPTION TO SOCIO-TECHNICAL TRANSFORMATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competence</style></keyword><keyword><style  face="normal" font="default" size="100%">digital transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">industry 4.0</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In response to rapid digitalisation, vocational education has increasingly integrated digital technologies such as artificial intelligence (AI) and information and communication technologies (ICT), changing how skills are taught and developed. Although research in this area has grown rapidly, the field still lacks a clear overview of its knowledge structure, major themes, and emerging directions. To address this gap, this study aims to map the knowledge structure, thematic patterns, and emerging directions of research on digital technologies in vocational education. It analyses 203 articles retrieved from the Web of Science (WoS) Core Collection for the period 2021–2025, following a PRISMA-guided screening procedure. Using VOSviewer and CiteSpace, the study conducted performance analysis, bibliographic coupling, keyword co-occurrence analysis, and burst detection to identify publication patterns, thematic clusters, and research frontiers. The findings reveal four major directions of inquiry: learner empowerment and sustainability, teacher digital competence, institutional innovation, and policy-oriented skill development in the context of Industry 4.0. Burst detection further suggests an emerging movement in research attention from technology-focused adoption toward more human-centred, pedagogical, and governance-related perspectives. Overall, the study contributes to the field by clarifying both the intellectual structure and the changing priorities of research on digital transformation in vocational education. It also advances current understanding by showing that digital transformation is increasingly framed not simply as technology adoption, but as a socio-technical process shaped by pedagogy, governance, inclusion, and ethical responsibility.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">525-541</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bo Zhou</style></author><author><style face="normal" font="default" size="100%">Seong Pek Lim</style></author><author><style face="normal" font="default" size="100%">Nahdia Kabir</style></author><author><style face="normal" font="default" size="100%">Asna</style></author><author><style face="normal" font="default" size="100%">Tian Nan Lu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FROM AUTOMATION TO SOCIO-AFFECTIVE LEARNING: A BIBLIOMETRIC ANALYSIS OF ARTIFICIAL INTELLIGENCE IN ENGLISH AS A FOREIGN LANGUAGE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">EFL</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-affective learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771008</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Artificial intelligence (AI) has become a driving force in education. Within English as a Foreign Language (EFL) pedagogy, it is reconfiguring instructional approaches by linking automation with learner-centered and affective learning design. Nevertheless, empirical research remains fragmented across cognitive, affective, and social domains, necessitating a comprehensive approach. Drawing on data from the Web of Science (WoS) Core Collection (2021–2025), this study examines the bibliometric landscape of the field. Following PRISMA-based screening, 281 peer-reviewed publications were analyzed with VOSviewer and CiteSpace. Results demonstrate a sharp rise in publications and a conceptual evolution from performance-driven to socio-affective perspectives. Co-citation analysis delineates three major research domains–conversational AI in pedagogy, AI-based assessment tools, and affective–motivational learning–while co-occurrence mapping identifies four thematic clusters: chatbots and emotions, generative AI and critical thinking, automated writing evaluation and feedback, and technology adoption and motivation. Burst detection indicates a growing focus on positive psychology and communication skills. Building on these results, the study suggests the Affective–Cognitive–Social Integration Model (ACSIM), which extends existing acceptance frameworks to encompass motivation, emotion, and ethics. The model bridges automation-oriented AI research with socio-affective pedagogy and informs emotionally intelligent instruction, AI literacy among teachers, and institutional practices for responsible and sustainable use.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">229-247</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bo Zhou</style></author><author><style face="normal" font="default" size="100%">Seong Pek Lim</style></author><author><style face="normal" font="default" size="100%">Nahdia Kabir</style></author><author><style face="normal" font="default" size="100%">P. Prasantham</style></author><author><style face="normal" font="default" size="100%">Mohamed Bouteraa</style></author><author><style face="normal" font="default" size="100%">M. Zaini Miftah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMMERSIVE VIRTUAL REALITY IN ENGLISH LANGUAGE EDUCATION: GLOBAL RESEARCH LANDSCAPE AND EMERGING FRONTIERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">English language learning</style></keyword><keyword><style  face="normal" font="default" size="100%">immersive learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789648133.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Driven by the growing use of immersive technologies in education, virtual reality (VR) has become an increasingly prominent environment for supporting English language learning. While existing studies have examined VR in relation to language skills, learner affect, interaction, and instructional outcomes, the overall development of this research area remains insufficiently mapped. To fill this gap, this study provides a science-mapping analysis of VR-assisted English language learning from 2021 to 2025. Following a PRISMA-guided screening procedure, a total of 316 English-language journal articles were retrieved from the Web of Science (WoS) Core Collection and analysed using VOSviewer and CiteSpace. The analysis covered publication performance, citation impact, country-level distribution, co-cited references, keyword co-occurrence, and citation bursts. The results show a clear increase in research output and influence, with contributions concentrated mainly in a limited number of countries. Co-citation analysis identifies three knowledge bases: receptive learning and outcomes, oral communication and affective engagement, and immersive experience with cognitive-affective involvement. Keyword analysis further reveals themes related to educational design, immersive experience, affective factors, simulation-based instruction, and learner engagement. Burst detection indicates a recent shift toward instruction, acquisition, teachers, and learner perceptions. Overall, the study contributes to the field by clarifying both the intellectual structure and the changing priorities of research on VR-assisted English language learning. It also advances current understanding by showing that VR-assisted English learning is increasingly framed not simply as a novel technological application, but as a pedagogically mediated and context-dependent learning environment.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">699-715</style></section></record></records></xml>