<?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%">Constantino, R.W. D.</style></author><author><style face="normal" font="default" size="100%">Ronilo Palle Antonio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAPPING THE STEM EDUCATION RESEARCH IN THE PHILIPPINES</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%">co-citation analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">digital learning</style></keyword><keyword><style  face="normal" font="default" size="100%">educational policy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664264</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</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%">This study presents an analysis of Science, Technology, Engineering, and Mathematics (STEM) education research in the Philippines, drawing from 251 documents published between 1959 and 2025 retrieved from the Scopus database. Using data from the Scopus database and visualization tools such as VOSviewer, the study explores publication trends, intellectual structures, thematic patterns, and the evolution of research priorities over time. Results reveal a marked increase in scholarly output post-2010, peaking in 2024, coinciding with national education reforms, the COVID-19 pandemic, and advances in digital learning. The citation analysis shows a parallel rise in research impact, indicating increasing academic engagement and visibility. Co-citation mapping identifies two core intellectual traditions: empirical, data-driven methodologies centered on assessment and benchmarking, and constructivist learning theories grounded in pedagogical foundations. Keyword co-occurrence analysis yielded five thematic clusters: engineering education and development, student learning in digital environments, pedagogy and teacher preparation, emerging technologies in STEM, and instructional design systems. The overlay visualization underscores a clear thematic evolution from foundational teaching and curriculum concerns toward digital transformation, AI integration, and learner-centered innovation. The study further highlights the underrepresentation of regional State Universities and Colleges (SUCs), underscoring the need for more inclusive and decentralized research development. The findings suggest that STEM education research in the Philippines is transitioning into a mature, future-ready domain, increasingly responsive to both global trends and localized educational needs.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">626-644</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%">Minh Tuan Nguyen</style></author><author><style face="normal" font="default" size="100%">Nguyen Quang Duy Vu</style></author><author><style face="normal" font="default" size="100%">Hoai Thu Nguyen</style></author><author><style face="normal" font="default" size="100%">Vu, T. P. T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAPPING THE LANDSCAPE OF CONTINUING EDUCATION RESEARCH IN ASIA: A BIBLIOMETRIC ANALYSIS OF SCOPUS-INDEXED PUBLICATIONS FROM 1972 TO 2023</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%">Asia</style></keyword><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">collaboration networks</style></keyword><keyword><style  face="normal" font="default" size="100%">continuing education</style></keyword><keyword><style  face="normal" font="default" size="100%">digital learning</style></keyword><keyword><style  face="normal" font="default" size="100%">healthcare education</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong learning</style></keyword><keyword><style  face="normal" font="default" size="100%">research trends</style></keyword><keyword><style  face="normal" font="default" size="100%">science mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">Scopus database</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728583774.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</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%">Continuing education (CE) plays a crucial role in workforce development and economic growth across Asia, yet the landscape of CE research in the region has not been comprehensively mapped. A comprehensive bibliometric analysis of continuing education (CE) research in Asia from 1972 to 2023 was carried out, utilizing data from the Scopus database to map the evolving landscape of CE research in the region. Findings revealed a significant surge in research output since the late 1990s, with East Asian countries, particularly China, Hong Kong (China), and Taiwan (ROC), emerging as leaders in the field. The analysis uncovers several key patterns: institutional collaborations tend to cluster regionally, there's a noticeable generational gap in researcher’s networks, and the healthcare sector dominates CE research topics. Recent trends indicate a shift towards digital learning approaches and learner-centered methodologies. The study also highlights the need for increased cross-border collaborations and expansion of CE research beyond the healthcare sector. This research contributes to a deeper understanding of CE research trends in Asia and provides insights for future directions in the field.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">687-707</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%">Johan Bäcklund</style></author><author><style face="normal" font="default" size="100%">Martin Hugo</style></author><author><style face="normal" font="default" size="100%">Kerstin Ericson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE TEACHERS’ EXPERIENCES OF THE TRANSITION FROM ANALOGUE TO DIGITAL LEARNING DURING THE COVID-19 PANDEMIC</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%">Covid-19</style></keyword><keyword><style  face="normal" font="default" size="100%">digital learning</style></keyword><keyword><style  face="normal" font="default" size="100%">digital teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">hybrid learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1651338145.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</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%">The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led ‘flipped classroom’ teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL (‘in real life’) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">273-288</style></section></record></records></xml>