Mapping the landscape of TVET education: a global bibliometric analysis

Purpose This study aims to conduct a structured bibliometric analysis of research on Technical and Vocational Education and Training (TVET) over the past decade. It explores key publication trends, influential authors, citation patterns and thematic developments, offering a comprehensive overview of the field’s academic landscape. Design/methodology/approach A bibliometric analysis was conducted using 861 articles retrieved from Web of Science (WoS), Scopus, ERIC, ACM Digital Library and Google Scholar databases covering the period from 2014 to 2024. The study examines publication trends, geographical contributions, author networks, keyword co-occurrence, citation analysis and thematic evolutions in TVET research. Visualization tools such as co-citation and network mapping were employed to identify significant research clusters. Findings Research into TVET reveals substantial growth, as governments worldwide strongly support the improvement of vocational education. Research activity within TVET tends to concentrate on South Africa, Malaysia and Nigeria. The development of TVET technology field policies, together with educational curricula, occurs through leading authors and important peer-reviewed publications. As this discipline continues to evolve, the number of TVET scholars produced annually is increasing. Furthermore, the research themes that emerge from co-citation analyses are then adapted as input for future strategic analysis, which, in turn, strengthens the outcomes of the TVET investigation. Despite this, issues with the interdisciplinary structure of TVET research, as well as specific challenges in addressing the research subject, are also highlighted. Practical implications Global research cooperation is needed to aid the formation of vocational training curricula that adapt to the changing requirements of the workforce market. Based on the study, policy stakeholders and educators may develop more advanced vocational training systems that incorporate industrial feedback into their educational teaching approaches. Social implications According to scientific evidence, vocational education is necessary because it is work-based learning that addresses social disparities in populations that are generally underrepresented. Social mobility is enhanced by the expansion of opportunities in TVET through hands-on skills development, which increases workforce flexibility and career advancement opportunities. A sustained and equitable education system tailored to the diverse needs of different student populations can be created by schools with the help of collaborative partnerships in TVET research dissemination methods, which enable them to understand effective worldwide practices. Originality/value To the authors’ knowledge, this study is one of the first to provide a comprehensive bibliometric analysis of TVET research with five databases, offering numerous insights into its growth, key contributors, and emerging themes in TVET. The findings provide a roadmap for future research, ensuring the continuous advancement of vocational education to meet the evolving demands of the workforce.