Educación ciudadana en la educación superior y educación policial: un análisis bibliométrico de su intersección

Citizenship education and police training are key fields for building democratic societies, but their intersection has been scarcely explored. This study analyzes this relationship through a bibliometric analysis of Scopus-indexed literature (2014-2024 for police education; 2020-2024 for citizenship education), processing data with VOSviewer to map co-occurrences of terms, collaboration networks, and geographic distribution. The results reveal a clear fragmentation: while citizenship education emphasizes democratic competencies, police education prioritizes technical protocols, with only 4% of cross-citations. Geographically, 78% of police studies come from English-speaking countries, compared to a more diverse distribution in citizenship education. Despite this disconnect, shared thematic nodes such as "public ethics" and "critical pedagogy" are identified, suggesting opportunities for integration. The study proposes a model based on interdisciplinary research that links critical pedagogies with police training, pilot projects co-designed by educational and security institutions, and situated approaches that overcome current geopolitical biases. These findings highlight the urgency of rethinking both fields as complementary dimensions of social justice.