From Pages to Platforms: A Bibliometric Literature Review of E-Textbooks for Equitable and Quality Education

The rapid integration of digital technologies into education has transformed electronic textbooks (e-textbooks) from static replicas of printed books into interactive, multimedia-rich learning environments. This bibliometric literature review synthesizes findings from 89 peer-reviewed studies published between 2000 and 2024, retrieved from IEEE Xplore, ACM Digital Library, ScienceDirect, and SpringerLink. Following the Kitchenham and Charters methodology and complemented by bibliometric analyses, this review is guided by the overarching research question (RQ): How are e-textbooks conceptualized, designed, and deployed to support learning outcomes while promoting accessibility and equity? This guiding question is complemented by three additional RQs: (1) How has the field of e-textbooks developed over time? (2) Which countries are leading research related to interactive textbooks, considering quantitative indicators of publications/country? (3) What evidence exists regarding the contribution of e-textbooks to learning outcomes? The analysis reveals a clear trajectory from early static digitization toward intelligent platforms incorporating adaptive feedback, personalization, and analytics. Well-designed e-textbooks using multimedia learning principles demonstrate significant potential to enhance conceptual understanding, learner engagement, and motivation—especially in K–12 contexts. However, the field remains challenged by definitional inconsistencies, the uneven application of accessibility standards, and the geographic concentration of research output in North America and East Asia. These disparities highlight an urgent need to align digital textbook development with broader global education goals. By foregrounding accessibility, inclusion, and equitable access, e-textbooks can play a transformative role in advancing Sustainable Development Goal 4 (Quality Education) by ensuring inclusive, engaging learning opportunities, and SDG 10 (Reduced Inequalities) by reducing educational disparities across diverse learner populations. This review concludes by calling for interdisciplinary frameworks that integrate cognitive science, human–computer interaction, and artificial intelligence to guide the design of the next generation of interactive, accessible, and pedagogically robust e-textbooks—tools that are not only technologically innovative, but also aligned with global commitments to equitable and sustainable education for all.