Abstract

The rapid digital transformation of education has significantly influenced remote learning, with digital literacy emerging as a crucial competency for students, educators, and institutions. This study employs a bibliometric analysis to explore research trends, influential authors, and thematic developments in digital literacy within remote learning contexts from 2020 to 2024. Using Scilit.net, the study analyzes 12,809 academic publications through quantitative methods, including co-authorship networks, keyword co-occurrence analysis, and citation mapping. The findings reveal a substantial increase in research interest following the COVID-19 pandemic, highlighting key themes such as digital competence, online pedagogy, and the digital divide. The study identifies Indonesia, Spain, and China as leading contributors to digital literacy research, with university-led initiatives and policy-driven frameworks playing a pivotal role in shaping digital education. The analysis also underscores persistent challenges, including disparities in technological access, the need for standardized digital literacy curricula, and the rapid evolution of educational technologies. These findings provide valuable insights for educators, policymakers, and researchers, emphasizing the need for interdisciplinary collaboration and continuous digital literacy development. This study contributes to the growing body of literature by mapping the trajectory of digital literacy research and offering a foundation for future investigations to foster equitable and effective remote learning environments.

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