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《教育心理学评论》（《心理学前沿》，2010 - 2024年）：数字与人工智能方法的类型学、主题、区域比较及方法论

Reviews in Educational Psychology (Frontiers in Psychology 2010-2024): typology, topics, regional comparative and methodology toward digital and AI approaches.

作者信息

Díaz-Burgos Alberto, García-Sánchez Jesús N, Álvarez-Fernández María-Lourdes, Brito-Costa Sónia, Kauffman Douglas F, Hsu Ting-Chia, de la Fuente Jesús

机构信息

Department of Psychology, Sociology and Philosophy, Universidad de León, León, Spain.

Education School, Instituto Politécnico de Coimbra, Coimbra, Portugal.

出版信息

Front Psychol. 2025 Apr 30;16:1588242. doi: 10.3389/fpsyg.2025.1588242. eCollection 2025.

DOI:10.3389/fpsyg.2025.1588242
PMID:40662182
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12257778/
Abstract

This study presents a systematic review of reviews published in Frontiers in Psychology (2010-2024) to examine methodological and conceptual advances in educational psychology. The objective is to synthesize research trends over 14 years and explore global challenges, such as the digitalization of education and the integration of emerging technologies. Following PRISMA guidelines, a comprehensive search was conducted in Frontiers in Psychology, Web of Science, and Scopus, identifying 392 reviews. The selection process involved duplicate removal, title and abstract screening, and full-text evaluation, applying predefined inclusion and exclusion criteria to ensure methodological rigor. Data extraction and classification were carried out using an Excel-based structured database, analyzing publication years, methodological design, data sources, statistical and qualitative analysis methods, validation approaches, theoretical frameworks, thematic areas, geographical distribution, study limitations, reported results, practical applications and study populations. The methodological analysis highlights the predominance of systematic reviews, the increasing adoption of qualitative and mixed-method approaches, and a growing emphasis on digital tools and artificial intelligence. The study also reveals significant regional disparities in research output, with some regions being notably underrepresented. Beyond identifying trends, this review of reviews illustrates how psychology adapts to contemporary educational challenges through interdisciplinary methodologies and evidence-based strategies. The findings provide valuable insights into the evolving challenges in educational psychology, reinforcing the role of Frontiers in Psychology in driving methodological innovation and scholarly discourse. Furthermore, they contribute to the advancement of inclusive and sustainable educational practices aligned with the Sustainable Development Goals (SDGs). Future research should focus on meta-analyses of emerging trends, longitudinal methodological studies, and strategies to address regional imbalances, fostering a more globally representative perspective.

摘要

本研究对发表于《心理学前沿》（2010 - 2024年）的综述进行了系统回顾，以审视教育心理学在方法和概念上的进展。目的是综合14年来的研究趋势，并探索全球性挑战，如教育数字化和新兴技术的整合。遵循PRISMA指南，在《心理学前沿》、科学网和Scopus中进行了全面检索，共识别出392篇综述。筛选过程包括去除重复项、标题和摘要筛选以及全文评估，应用预先定义的纳入和排除标准以确保方法的严谨性。使用基于Excel的结构化数据库进行数据提取和分类，分析出版年份、方法设计、数据来源、统计和定性分析方法、验证方法、理论框架、主题领域、地理分布、研究局限性、报告结果、实际应用和研究人群。方法学分析突出了系统综述的主导地位、定性和混合方法的日益采用以及对数字工具和人工智能的日益重视。该研究还揭示了研究产出方面存在显著的区域差异，一些地区的代表性明显不足。除了识别趋势外，本次综述还说明了心理学如何通过跨学科方法和循证策略来适应当代教育挑战。研究结果为教育心理学中不断演变的挑战提供了宝贵的见解，强化了《心理学前沿》在推动方法创新和学术讨论方面的作用。此外，它们有助于推进与可持续发展目标（SDGs）相一致的包容性和可持续教育实践。未来的研究应聚焦于对新兴趋势的元分析、纵向方法学研究以及解决区域不平衡的策略，以培养更具全球代表性的视角。

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