A bibliometric analysis of development of digital skills in students

This study employs bibliometric analysis to provide an updated, holistic overview of the theoretical context surrounding the development of students’ digital skills. Bibliometric analysis is a quantitative approach that uses statistical and mathematical techniques to examine the structure, evolution, and impact of scholarly literature. Methodologically, this study emphasizes data collection from the Scopus academic database and utilizes the bibliometric software Bibliometrix. From the 1,058 most-cited articles in Scopus related to the query "Develop" AND "Digital Skill" AND "Student*", this research focuses on the top 30 most-cited articles. The analysis centers on documents, authors, journals, countries, and keywords to identify research areas and trends, explore citation patterns and co-authorship networks, and evaluate the influence and dissemination of academic publications through bibliography, co-citation, and co-occurrence analyses. The findings indicate strong research connections with countries like Spain, Chile, and Peru. Key emerging trends include digital skills, artificial intelligence, Information and Communication Technologies (ICT), and digital literacy in education. Ilomäki et al. (2016) were identified as the most-cited authors. This analysis serves as a strategic tool for understanding scientific progress and informing academic and institutional decision-making. The methodology aligns with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a research publication guide designed to enhance the integrity of systematic review and meta-analysis reports. (PRISMA, 2021). JEL Codes: L26, R11, D22. Received: 15/04/2025. Accepted: 23/01/2026. Published: 13/05/2026.