This study presents a bibliometric analysis of global research on training effectiveness, aiming to identify thematic patterns, temporal trends, and emerging directions in technical and professional education. Bibliographic records were retrieved from Scopus and Web of Science, yielding a final dataset of 617 unique publications. ScientoPy was used for performance analysis, while VOSviewer supported keyword co-occurrence and overlay visualisations. The results reveal a rapid expansion of research activity since 2019, accompanied by a shift from outcome-oriented training models toward integrated learning approaches. Four interconnected thematic domains were identified: pedagogical design, digital enablement, learner capability development, and applied learning contexts. Overlay analysis further indicates growing emphasis on educational innovation, artificial intelligence, digital literacy, soft skills, and vocational education. Across these domains, learner capability emerges as a central mechanism linking instructional and technological inputs to training outcomes. Building on these findings, the study proposes an integrative conceptual framework that positions training effectiveness as an emergent outcome of aligned pedagogy, digital enablement, applied learning environments, and human capability development. The paper also identifies key research gaps, including the need for system-level empirical studies, explicit modelling of learner capability, longitudinal assessment of training transfer, and deeper investigation of generative artificial intelligence in education. Overall, the study offers a holistic perspective to support future research and inform the design of coherent, capability-driven training systems.
Mahmud et al. (2026) studied this question.