Introduction. The rapid advancement of current mobile technology (CMT) has become a major driver of educational transformation in the 21st century, enabling ubiquitous learning access, interactive learning environments, and integration with emerging technologies aligned with Society 5.0. However, research on CMT in education is dispersed across disciplines and publication outlets, making it difficult to identify dominant themes, research growth patterns, influential contributors, and underexplored opportunities for future innovation. Therefore, this study aims to map the global research landscape of CMT in education and identify trends, thematic novelties, and potential future research directions through a bibliometric approach.
Materials and methods. This study employed a descriptive bibliometric analysis using metadata retrieved from the Scopus database. Publications related to CMT and education were collected for the period 2010–2020 and exported in CSV and RIS formats. Data were analyzed using Microsoft Excel for descriptive statistics (annual publication trends, document types, languages, top authors, affiliations, countries, sources, and funding sponsors). VOSviewer was used to visualize collaboration patterns and keyword co-occurrence networks to reveal thematic clusters and emerging research topics.
Results. The findings indicate a consistent yearly increase in CMT-related educational publications during 2010–2020, reflecting growing global attention toward mobile technology–enabled learning. English was the dominant publication language. In terms of institutional contribution, Beijing University of Posts and Telecommunications emerged as the leading affiliation, while China was the top contributing country. Keyword mapping revealed major research clusters focusing on mobile learning systems, wireless and mobile communication infrastructures, 5G-related learning opportunities, and the integration of CMT with technologies such as artificial intelligence and the Internet of Things (IoT). Less frequently occurring but potentially emerging topics highlighted opportunities for future research, particularly the development of CMT-based communication systems across educational institutions and evaluation of their pedagogical impacts on learning effectiveness and equity.
Conclusion. This study concludes that research on CMT in education has shown strong growth and thematic diversification over the past decade, with dominant contributions from English-language publications and Asian institutions. The novelty of this study lies in providing a decade-scale bibliometric evidence map that identifies key contributors and thematic clusters while proposing future research opportunities on CMT communication infrastructures and institution-wide learning systems. These insights can support researchers, educators, and policy makers in strengthening evidence-based innovation and implementation of mobile technology to enhance educational quality and accessibility.
Keywords: mobile technology, education, bibliometric analysis, Society 5.0, VOSviewer
For Citation: Alfin, J., Fuad, A. Z., & Saphira, H. V. (2026). Contributed of Current Mobile Technology to Education Fields from 2010 to 2022: Analysis of Publications. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 39–56. https://doi.org/10.32744/pse.2026.4.3
Authors:
Jauharoti Alfin (Indonesia, East Java, Surabaya) — Professor in Primary Islamic Education (Pendidikan Guru Madrasah Ibtidaiyah). Faculty of Tarbiyah and Teacher Training. UIN Sunan Ampel Surabaya, Indonesia. E-mail: alfin@uinsby.ac.id
Ah. Zakki Fuad (Indonesia, East Java, Surabaya) — Professor in Islamic Education. Faculty of Tarbiyah and Teacher Training. UIN Sunan Ampel Surabaya, Indonesia. E-mail: ah.zakki.fuad@uinsby.ac.id
Hanandita Veda Saphira (Australia, New South Wales, Wollongong) — Master’s Student in Digital Technologies for Learning. University of Wollongong, Australia. E-mail: hvs346@uowmail.edu.au
© Jauharoti Alfin, Ah. Zakki Fuad, Hanandita Veda Saphira, 2026
The author’s declared no conflicts of interest
Received: 11 February 2026 | Approved: 23 May 2026 | Published: 31 August 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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