Mapping the Scientific Production on Challenges of Public Education and Remote Teaching during the Pandemic

A Bibliometric Analysis of Trends and Gaps

Abstract

Given the intensification of educational inequalities and the abrupt changes imposed by the Covid-19 pandemic, it becomes relevant to understand how the scientific community responded to these challenges. This study conducts a bibliometric review of the scientific production on the challenges faced by public education during the Covid-19 pandemic, focusing on the implementation of emergency remote teaching. The objective is to map and analyze the international scientific production on the subject, highlighting the main authors, journals, institutional collaborations, and research trends. To this end, the Web of Science and Scopus databases were consulted, gathering a sample of 593 indexed publications until January 2024. The analysis was conducted with the aid of the Bibliometrix software, allowing the visualization of thematic patterns, the most relevant affiliations, and influence among authors and institutions. The results indicate that the most recurrent themes include inequality in access to digital technologies, the need for adaptation of teachers and students to distance learning, as well as the urgency for more inclusive pedagogical strategies. The United States, Brazil, and the United Kingdom are among the countries with the highest volume of scientific production on the subject. Furthermore, significant gaps were identified in the evaluation of public policies aimed at reducing educational inequalities, especially in socially vulnerable contexts. It is concluded that the pandemic has driven global scientific reflection on the fragilities of educational systems and on the importance of equity in access to education. The study reinforces the role of science in formulating more inclusive, resilient, and evidence-based educational strategies, contributing theoretical and empirical subsidies for decision-making in crisis and post-crisis contexts.