Technology Anxiety in Education: A Bibliometric Analysis

Abstract

As digital technologies increasingly permeate educational environments, their psychological consequences have attracted growing scholarly attention, particularly in relation to technology anxiety. Grounded in foundational theories of general anxiety, computer anxiety, and technostress, this study provides a comprehensive bibliometric analysis of research on technology anxiety in education from 2000 to 2025. Based on 418 articles retrieved from the Web of Science Core Collection, CiteSpace and RAWGraphs were employed to examine publication trends, influential authors and journals, collaborative networks, thematic clusters, and keyword evolution.
The results reveal a substantial and sustained growth in scholarly output, particularly after 2020, coinciding with the rapid digitalization of education during the COVID-19 pandemic. Key thematic clusters include digital literacy, technology acceptance, teacher professional development, emotional readiness, and AI-enhanced learning environments. The analysis also demonstrates a conceptual evolution from early research on computer anxiety and user attitudes toward integrated psychological–pedagogical frameworks emphasizing emotional regulation, well-being, and sustainable technology integration.
By systematically mapping the intellectual structure and developmental trajectories of this field, this study contributes a theoretically grounded and data-driven overview of technology anxiety scholarship in educational contexts. The findings highlight emerging research frontiers and provide strategic insights for future interdisciplinary investigations into emotionally responsive and inclusive digital education.