Mapping the future of positive psychology in educational technology: trends, drivers, and strategic insights from a bibliometric study (2007–2025)

Purpose This study aims to examine how the convergence of positive psychology and educational technology evolved between 2007 and 2025, based on publications identified through a systematic search covering 2005–2025. It maps key trends, thematic developments, collaboration patterns and emerging signals relevant to the future development of this interdisciplinary field. Design/methodology/approach A bibliometric analysis of 101 peer-reviewed publications indexed in Scopus and Web of Science was conducted using the Bibliometrix R package. Performance analysis, science mapping and network visualization examined thematic evolution, intellectual structures and international collaboration across three developmental phases: conceptual exploration (2007–2015), methodological expansion (2016–2020) and integrative empirical consolidation (2021–2025). Findings Findings reveal increasing integration of motivational and well-being theories, particularly engagement, psychological adaptability and self-determination, with adaptive and AI-enhanced learning technologies. Emerging themes, including gamification, AI-driven personalization and digital well-being interventions, signal growing attention to learner-centered and psychologically informed digital learning. Despite this growth, the field remains fragmented, with limited cross-national collaboration and underrepresentation of non-Western perspectives. From a foresight perspective, these patterns provide early signals of potential trajectories toward adaptive, well-being–oriented and ethically governed learning environments. By combining bibliometric mapping with a futures-oriented lens, the study provides anticipatory insights to inform research priorities, educational technology design and strategic decision-making toward inclusive, context-sensitive and sustainable educational futures. Research limitations/implications This study is limited to English-language publications indexed in Scopus and Web of Science, which may underrepresent regional and non-English scholarship. Future research should incorporate additional databases and multilingual sources to provide a more comprehensive view of the field. Practical implications The study provides guidance for educational institutions, EdTech developers and policymakers. Findings support the adoption of adaptive learning systems, learner well-being analytics, strengths-based digital interventions and culturally responsive educational resources. The results also highlight the importance of ethical AI governance, transparency, privacy protection and equitable access in the design and implementation of technology-enhanced learning environments. Social implications This study highlights how the integration of positive psychology and educational technology can support learner well-being, resilience, engagement and lifelong learning. The findings emphasize the importance of digital equity, cultural inclusivity and ethical AI governance to ensure that emerging educational technologies contribute to individual flourishing and broader societal well-being rather than reinforcing existing inequalities. Originality/value The study underscores the need for inclusive, interdisciplinary and ethically grounded innovation, emphasizing data responsibility, contextual sensitivity and equitable access. By integrating bibliometric mapping with a futures-oriented lens, this study provides anticipatory insights into the evolution of digital learning and well-being research, supporting the design of sustainable, human-centered and globally relevant educational ecosystems.