SYSTEMATIC REVIEW article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1651484
This article is part of the Research TopicInnovative ICT Strategies for Inclusive Education: Enhancing Teacher Competencies and Student EngagementView all 9 articles
Artificial Intelligence Applications in Entrepreneurship and Online Education: Insights from Bibliometric and Topic Modeling Analyses
Provisionally accepted
- 1Yakin Dogu Universitesi, Nicosia, Cyprus
- 2Karadeniz Teknik Universitesi, Trabzon, Türkiye
- 3Trabzon Universitesi, Trabzon, Türkiye
- 4Educational Sciences Department University of Kyrenia, Kyrenia, Cyprus
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The convergence of artificial intelligence (AI), entrepreneurship, and online education has gained significant traction in recent years, driven by rapid technological innovation and increasing demands for flexible learning and business solutions. This study aims to map and analyze the intellectual structure of this interdisciplinary field through a comprehensive bibliometric and topic modeling approach. Drawing from 489 peer-reviewed articles published between 2010 and 2024 sourced from Scopus and Web of Science, the study employs the Bibliometric R-package and Latent Dirichlet Allocation (LDA) for data analysis. The findings reveal five major thematic clusters, with "Teaching and Pedagogical Innovations" and "Innovative Learning Models and Entrepreneurship" emerging as dominant areas. The bibliometric analysis highlights China, the UK, and the US as leading con-tributors to the field. The originality of this research lies in its dual methodological approach and its identification of underexplored themes, offering future research directions. The study contributes to the theoretical development of digital entrepreneurship and AI-enhanced education while providing actionable insights for policymakers and academic institutions.
Keywords: artificial intelligence, Entrepreneurship, Online Education, student, Learning
Received: 01 Jul 2025; Accepted: 05 Sep 2025.
Copyright: © 2025 Alpürk, Ayaz, Altinay, Altinay, SOLAK BERİGEL and Dagli. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Gokmen Dagli, Educational Sciences Department University of Kyrenia, Kyrenia, Cyprus
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