E-LEARNING ATTITUDES AND TECHNOPHOBIA AMONG SCHOOL TEACHERS: A BIBLIOMETRIC ANALYSIS UTILISING SCOPUS DATABASE

Abstract

Purpose: Technology is essential to improving education, affecting its application and effects on teaching and learning. Technophobia, or fear about technology-driven education, digital resistance across varied platforms, constrained involvement, lack of fast feedback, and practical activity issues affect teachers' E-learning attitudes. This study seeks to define publication trends and growth trajectories from origin to the present, identify notable publications, authors, and journals, and establish collaborative networks.

Methodology: A bibliometric analysis of 1109 Scopus database papers from 2000 to 2025 covering " E-Learning Attitude " AND " Technophobia OR fear" AND "teach*" was conducted across various fields. Performance analysis was employed to address research inquiries about renowned authors, document citations, journal annual publications, and top university contributions. VOSviewer was used for scientific mapping to address research queries on country bibliographic linkage and author keyword co-occurrence.

Key findings: The paper found five documents by most referenced author, Al-Maroof, R.S., and Alhumaid, K. In 2023, 202 documents and 3741 citations peaked. The top journal among 144 was ‘Education and Information Technologies’ with 36 documents. ‘The University of Sharjah’ released 11 articles on educational technology integration, e-learning policy, and teacher training. The US led in volume and impact, followed by the UK, China, Australia, and India. The top co-occurrence keywords were "human," "teaching," "e-learning," "education," "student," and "online learning," followed by others.

Implications: By providing a complete picture of current research, this study could influence e-learning attitude, educational policy, teacher training, and technological advancement. By mapping the conceptual and intellectual structure of this discipline, this analysis will help stakeholders identify areas for intervention and future research that will help instructors adapt to the digital transformation of education.