Ibero-American scientific production on information literacy and educational intervention in high school students, Scopus, 2015-2025
DOI:
https://doi.org/10.36097/rsan.v1i66.4180Keywords:
information literacy, information competencies, educational intervention, scientific production, high school education, ScopusAbstract
The objective of this study was to analyze the behavior of Ibero-American scientific production on information literacy and educational intervention in high school students, using the Scopus database for the period 2015–2025. A descriptive study was conducted with a quantitative, longitudinal, and retrospective approach, employing bibliometric indicators. The results revealed the absence of highly productive authors. Author collaboration is considered favorable, as publications with three and four authors predominate, with Spain standing out for its high level of international connectivity. The co-occurrence analysis of keywords shows a strong orientation toward technology-mediated teaching–learning processes, with an emphasis on the role of the student and the use of digital tools. A gradual increase in scientific production is observed, reaching its peak in 2025 with 87 articles. English prevails as the language of publication. The journal Sustainability (Switzerland) stands out with 12 articles, while the University of Granada leads institutional production with 22 publications. The most cited article was published in Computers in Human Behavior, with a total of 1,374 citations. In conclusion, a sustained advancement of the field is evident, reflecting a progressive evolution and innovation in educational research.
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