Due to the significant movement to distance education that has occurred in response to the Coronavirus Disease 2019 (COVID-19) pandemic. As almost all teaching methods have rapidly moved to distance education, it is now imperative that consistent distance education approaches be developed using psychological and pedagogical learning methodologies (e.g., Dede,1996; Bates, 2008; Chang and Huang, 2012; Adedoyin and Soykan, 2020; Ali, 2020; Johnson et al., 2020; Mahyoob, 2020).

If, as Astley suggests, the wide variety of research projects is due to the many subfields of study that make up the educational sciences (Astley 2019), the process of preparing research in various fields is intricately tied to several frameworks. The work that has come before is tedious and repetitious, and there is so much of it that it may be hard for a researcher to define ideas, plot a route for their study, or even realize that they have gotten off track because they are not familiar with the work of prominent scholars. Who can rely on, control, and deal with this large body of this research?

Some databases organize research (like Web of Science, ISI, Scopus, and Google Scholars). As management sciences and researchers prepare increasing numbers of distinguished studies, there is a need to explore how to manage this increase in literature.

Computer software helps manage data, enabling it to be organized, stored, published, and distributed. Through such resources, we are able to process increasing numbers of previous studies. For example, software such as Citespac and VOSviewer help us know the most influential researchers globally. Therefore, the field should focus on references, keywords, research cases, and organizations.

This study undertook bibliometric analysis, examining and comparing previous methods (including meta-analysis and systematic reviews), with a focus on psychological, Educational Learning Strategies during COVID-19. This paper analyzed the production of psychological educational learning strategies as indexed in Web of Science (WOS) and Scopus (2020–2021). According to Mulet Bayona et al. (2021), the research questions of this study are:

The sub-questions are:

This research will enable us to discover research trends in this field and help familiarize readers with the topic and become more knowledgeable about the development of Psychological and Educational Learning Strategies in the scientific community. Likewise, the justification and significance of the analysis in this study are based on seven research questions that guided the work. The major objective is to identify the source titles, institutions, authors, and countries with the largest scientific output on higher education, as well as to identify higher education trends in the scientific literature.

The purpose of the study is to determine the results and process of bibliometric analysis, which will aid the researcher in educational sciences in finding distinctions for research, including identifying keywords, the most influential researchers in the field, the research work, reference sources, countries, and reference research institutions. Consequently, the research compares bibliometric analysis to conventional literature evaluations in the educational sciences, considering of bibliometric analysis and research techniques for bibliometric studies in the educational sciences. In addition to a bibliographic examination of the psychological problems faced by students during the COVID-19 pandemic, this study includes a discussion of its significance.

The deductive hypothesis methodology (hypothetical-deductive method) was adopted, which begins by examining the initial assumptions (hypotheses) and trying to support or test them according to what theories for bibliometric analysis have been developed previously concerning psychological and Educational Learning Strategies.

Bibliometric analysis is a method of science mapping that analyzes data from previous research and studies, considering how articles, authors, areas and resources are related to one another (five methods include Citation, Co-citation, Bibliographic coupling, Co-author, and Co-word), defining the critical areas of research, keywords, authors, countries, and organizations in a specific field of knowledge (Chang and Huang, 2012; Zupic and Čater, 2015; Hallinger and Chatpinyakoop, 2019; Su et al., 2020) such as E-learning strategies in COVID-19.

To carry out the study, data were taken from three approved databases, namely Web of Science (ISI), Scopus, and Science Direct. We retrieved published research via a topic search of the psychological and Educational Learning strategies and models used during the COVID-19 Pandemic using the WoS database on January 5, 2020. The following search terms were used: topic = (“the psychological and Educational Learning strategies” “COVID-19” “models” “Pandemic“), in title-abs-key from 2020 to 2021. There were 359 studies distributed over 2 years.

This review used bibliometric network analysis to provide an overview of researchers worldwide’ studies on psychological and educational learning strategies and models used all over the world during the COVID-19 pandemic. The sample included 359 articles indexed in Web of Science (ISI) data, 290 articles indexed by Scopus Data, and 297 articles indexed by Science Direct data. It provides insights into the dissemination of knowledge among researchers in this field. According to the main review findings, several topics were highlighted and may be further reviewed in the future.

The impact of the COVID-19 pandemic has been profound. It was necessary to radically change the style of teaching and learning depending on the current conditions imposed by the pandemic, including the tools and strategies used by institutions of higher education and the experiences of faculty members. This transition has had a psychological and educational impact on students, which has led to students’ anxiety and stress (see Akour et al., 2020; Ali, 2020; Mishra et al., 2020; Radu et al., 2020; Brika et al., 2021; Zalat et al., 2021; Yahiaoui et al., 2022).

There are also many important messages for the post-coronavirus period. Among them, faculty members and universities were not exposed to many required teaching methods. Also, many of them had to go through a very steep learning curve to be able to deliver basic lessons. Many studies also covered the educational impact on students and the strategies used by higher education institutions in all countries of the world. The literature on the psychological impact and the strategies used is limited to a few countries, as discussed in a study by Son et al. (2020). There is much work to be done to understand the psychological effects on students at universities in many countries, including developing ones.

COVID-19 has had a profound impact on students, and its impact on student’s mental health and well-being cannot be fully understood. Many of the current psychological assessments in this area are short-term reviews. Perhaps well-studied longitudinal studies can shed light on this in the future.

Colleges and universities have also had to deal with a lot of change during this time. However, the psychological impact on students and potential stress needs to be closely monitored and evaluated, to formulate effective policies while adopting these pedagogical approaches.

The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.

The author confirms being the sole contributor of this work and has approved it for publication.

The author extends their appreciation to the Deputyship for Research and Innovation, Ministry of Education in Saudi Arabia for funding this research (under project number UB-36-1442).

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.