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Digital entrepreneurship has heralded a paradigm shift in the business and educational landscape, ushering in an era where creative thinking, problem-solving, and digital prowess are integral curriculum components. This study undertakes a comprehensive bibliometric analysis of digital entrepreneurship in education, delving into its profound influence on the learning and teaching process. Leveraging the extensive Scopus database for data extraction, our research aims to offer a panoramic view of research trends, methodologies, and critical themes encapsulated within the academic literature from 2004 to 2023. Employing a meticulous bibliometric analysis methodology utilizing Bibilioshiny complemented by Microsoft Excel for metadata visualization, our study meticulously identified and analyzed 257 relevant documents. Through this analysis, we delineate the contributions of 743 authors and their affiliations while scrutinizing the geographical distribution of contributing countries. The findings of our study underscore a marked surge in interest surrounding digital entrepreneurship in education, with China emerging as the primary contributor, boasting 108 published articles in this domain. Beyond mere statistics, our research endeavors to equip educators, curriculum developers, and policymakers with invaluable insights into the seamless integration of digital entrepreneurship into educational frameworks. Moreover, it sheds light on specific areas warranting further exploration, elucidating their potential impact on future learning paradigms.
Fadillah et al. (Tue,) studied this question.