Bibliometric Analysis of Curriculum Innovation and Competency-Based Approaches in Geography Education

Albertus Erico Jerry Krisna Nugroho, Sugiyanto Sugiyanto, Singgih Prihadi

Abstract

This study aims to map the scientific landscape of curriculum innovation and competency-based approaches in geography education through a bibliometric analysis of 1,073 Scopus-indexed documents published between 2019 and 2024, along with other established inclusion criteria. Using a quantitative bibliometric approach supported by VOSviewer, this study explores publication trends, intellectual structures, and emerging conceptual themes. Three research questions guide this investigation: (1) What are the trends in scientific publications based on year, country, and institution? (2) Which documents are most frequently co-cited and form the intellectual foundation of this field? (3) What are the dominant and emerging conceptual and thematic structures in curriculum innovation and competency-based geography education? The results of this study indicate significant growth in academic output, particularly in 2023 and 2024, led by institutions in the United States, the United Kingdom, and Spain. Co-citation and bibliographic coupling analyses identified influential core works focusing on education for sustainable development (ESD), project-based learning, and transformative pedagogy. Keyword co-occurrence analysis reveals a shift in thematic focus toward sustainability, spatial thinking, digital learning, and the development of 21st-century competencies. These findings suggest that curriculum innovation in geography education is becoming increasingly interdisciplinary, practice-oriented, and aligned with global education priorities. This study provides a comprehensive foundation for future research and policy efforts aimed at driving reform of geography curricula.

Keywords

bibliometric analysis; competency-based education; curriculum innovation; geography education

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References

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DOI: https://doi.org/10.20961/ictte.2025.114504

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