Future-ready instructional technology for early childhood education: a bibliometric and meta-synthesis analysis

Purpose This study aims to explore the transformation of instructional technology in early childhood education (ECE), highlighting current and future trends in digital tools for children aged 2–6 years. It provides insights for educators on optimizing digital innovations to enhance early learning experiences. Design/methodology/approach This study covered a bibliometric analysis of 805 Scopus-indexed publications (1975–2025) using R software and Scopus-AI mapped research trends. A metasynthesis of 42 qualitative studies examined the practical implementation of instructional technology in ECE settings. Findings The study identified key learning technologies, including interactive storytelling apps, AI-based learning assistants, gamification, augmented reality and robotics for early coding. Successful integration depends on teacher readiness, parent engagement and digital infrastructure. Strengthening educators’ digital competencies is critical to ensuring pedagogical alignment with children’s developmental needs. Research limitations/implications This study focuses on Scopus-indexed publications, potentially excluding relevant studies. While bibliometric analysis maps trends, it does not assess pedagogical impact in depth. Future research should employ longitudinal studies to evaluate long-term effects. Practical implications Findings emphasize the need for adaptive policies, ongoing teacher training and equitable access to technology. Collaboration among educators, policymakers and developers is essential for designing developmentally appropriate instructional technologies. Originality/value This study provides a comprehensive analysis of instructional technology trends in ECE, offering a roadmap for effective digital integration to support cognitive, social and motor development in early learners.