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Research Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Review

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dc.contributor.authorSianes Bautista, Alicia
dc.contributor.authorRosado-Castellano, Fátima
dc.contributor.authorFlores-Rodríguez, Cruz
dc.date.accessioned2025-11-03T17:55:34Z
dc.date.available2025-11-03T17:55:34Z
dc.date.issued2022-09-27
dc.descriptionThe registered version of this article, first published in Sustainability, is available online at the publisher's website: MDPI, https://doi.org/10.3390/su141912235
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Sustainability, está disponible en línea en el sitio web del editor: MDPI, https://doi.org/10.3390/su141912235
dc.description.abstractCOVID-19 has caused many difficulties worldwide, education being one of the most affected areas. This research aims to disseminate the research trends about education in the context of COVID-19 in Spain. Through a systematic review, all research works about this topic in the Spanish context, that were published between 2020–2022 in national and international high-impact journals, have been analysed. After analysing 242 articles, the results show: (a) the keywords that were used most frequently: “learning” (93); “teaching” (53); “higher education” (43); “pandemic” (30); “competence” (29); and “ICT” (22); (b) research trends, which can be categorised as the following topics, among others: “ICT and Digitalisation”; “Teaching, Learning, and Innovative methodologies”; “Educational Policies”; “Sustainability”; “Acquisition and Development of Skills and Competences”; “Health and Welfare”; (c) that the most popular topic in educational research in Spain was “Teaching, Learning, and Innovative Methodologies” (19.30%), followed by “ICT and Digitalisation” (18.04%), whereas articles about educational policies were a minority (2.85%); (d) that in Spanish educational research, articles about formal education have been the most popular (86.36%), followed by articles about non-formal education (7.02%) and articles about informal education (6.62%). Consequently, the scientific community has highlighted the impact of the pandemic on education, especially in relation to “Teaching, Learning, and Innovative Methodologies”.en
dc.description.versionversión publicada
dc.identifier.citationSianes-Bautista, A., Rosado-Castellano, F. y Flores Ruíz, C. (2022). Research Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Review. Sustainability, 14(19), e12235. https://doi.org/10.3390/su141912235
dc.identifier.doihttps://doi.org/10.3390/su141912235
dc.identifier.issn2071-1050
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30726
dc.journal.issue19
dc.journal.titleSustainability
dc.journal.volume14
dc.language.isoen
dc.publisherMDPI
dc.relation.centerFacultad de Educación
dc.relation.departmentHistoria de la Educación y Educación Comparada
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject5801.02 Pedagogía comparada
dc.subject5506.07 Historia de la educación
dc.subject.keywordsCOVID-19en
dc.subject.keywordseducationen
dc.subject.keywordsresearch trendsen
dc.subject.keywordsSpainen
dc.subject.keywordssystematic reviewen
dc.titleResearch Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Reviewen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication65dea7ba-03f2-4ba4-9965-d0ebc1b34239
relation.isAuthorOfPublication.latestForDiscovery65dea7ba-03f2-4ba4-9965-d0ebc1b34239
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