The purpose of this study is to examine papers in the field of educational technologies published in the Journal of Theory and Practice in Education (EKU) between 2005 and 2025. Using bibliometric analysis, it determines the journal's thematic, methodological, and sample-based publication trends. Seventy papers were identified through a manual systematic review, and citation counts, keyword patterns, study designs, and participant categories were analysed. RAWGraphs and VOSviewer software were then used to visualise the data. The results indicate that the journal underwent a period of rapid growth between 2013 and 2017, a hiatus in publication in 2021, and achieved publication consistency after 2022. Keyword analyses revealed clusters centred on technology, distance education, virtual reality, and multimedia. However, the study reveals a relative scarcity of cross-disciplinary integration. From a methodological perspective, qualitative and quantitative studies were shown to occur with similar frequency, while mixed designs remained relatively limited. Participants were primarily pre-service teachers. This study reveals the 20-year evolution of the EKU Journal in the field of educational technologies and provides evidence-based guidance for editors and researchers.
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İZMİRLİ et al. (2026) studied this question.
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