Reconceptualizing Educational Agency: A Bibliometric Analysis of Posthumanist Perspectives on Artificial Intelligence and Technology in Educational Research

Abstract

This research examines publication trends in posthumanism within education through bibliometric analysis of Scopus and Web of Science databases. The findings of 15 relevant articles show increased publication activity since 2021, primarily in Western countries (USA, Australia, UK). Leander and Burriss (2024) and Knox (2016) emerge as influential authors with 67 and 35 citations, respectively. Keyword visualization reveals two distinct clusters—artificial intelligence applications and posthuman theoretical frameworks—with "posthumanist" as a critical bridge between practical and theoretical domains. These themes demonstrate a shift from human-centered educational approaches toward perspectives recognizing the interdependence of human and non-human entities in learning environments. Co-authorship analysis illustrates interconnected research communities across multiple countries, highlighting posthumanism's evolving implications for teaching and learning in technologically mediated educational contexts.