Exploring E-Learning and Inclusion: A Bibliometric Analysis of Research Trends

In the context of the recent global transition to digital education, inclusion in e-learning has emerged as a topic ofgrowing significance. This study conducts a bibliometric analysis of 731 publications retrieved from the Web of Sciencedatabase, aiming to uncover prevailing research trends, thematic frameworks, and collaborative networks that haveemerged around the intersection of e-learning and inclusion. The keyword analysis, conducted using VOSviewer software,revealed that 'e-learning' occupies a central position in the literature, exhibiting strong associations with related themes suchas online learning, blended learning, higher education, and gamification. Notably, the concept of 'inclusion' demonstratedsignificant connections with terms such as accessibility, digital divide, diversity, and artificial intelligence, indicating amultidimensional approach to inclusion within technology-enhanced learning environments. These findings underscore thatinclusion in such contexts is not a singular notion but a complex, multifaceted construct. Its strong associations with theaforementioned themes suggest that truly inclusive e-learning environments must address a broad spectrum of social,technological, and pedagogical dimensions. Moreover, temporal visualization illustrated a marked increase in scholarlyattention to topics like COVID-19, mental health, and social inclusion in the post-2020 period, highlighting the pandemic’sinfluence on educational research trends. Publication and citation analyses revealed a significant rise in scientific output andimpact beginning in 2018, with a peak observed in 2022. Country-level collaboration maps identified the United States, Spain,Germany, and China as central contributors, while institutional analyses highlighted universities such as the University ofBritish Columbia and the University of Melbourne as leading entities in the field. These findings underscore the necessity ofdesigning e-learning environments that are not only technologically sophisticated but also socially inclusive. In the currentlandscape of digital education, increasing attention is being directed toward themes such as e-inclusion, web accessibility,and equity in education. This study contributes to the understanding of inclusive practices in e-learning and provides valuableinsights for researchers, educators, and policymakers.